Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/13698 https://doi.org/10.14393/ufu.te.2015.111 |
Resumo: | The choice of the theme \"Teaching legal content: problems and perspective for the twenty-first century\" was developed in the research that originated this thesis which is articulated with Knowledge Research and Educational Practices and the Group of Studies and Research in Developmental and Didactic Teacher Professionalization (GEPEDI), from the Post-graduate School of Education (FACED/UFU), by proposing the questioning of one of its main agents: the university teaching. In order to understand their practices, as from the teachers own education to their performance in the classroom, it is crucial to inter-relate it to the social agents that are mapping the guidelines and objectives in higher education teaching: the government departments (the Federal Constitution, the MEC, the INEP and CAPES), the class representative bodies (OAB and Abedi), university college department and the students whom all the process is or should aim at. This paper falls into the context of deadlocks and paradoxes, represented here as problems facing the legal and judicial teaching. It regards the choice to rethink Education and, especially, the Law in order to provide some answers to the so-called Legal content teaching crisis as from analyses of initiatives of institutions which implemented teacher development programs centered on the course itself, on students learning, on sharing of experience, on group support, on supervision and reflection. The methodology developed at all stages of the research, and which is based on the Diagnostic Study method, primarily followed a critical-reflexive perspective of analysis of data collected from the thorough exam of bibliographic and documental sources, the interpretation of results of a research conducted in the undergraduate degree in Law from Fadir, as well as, from observing forums held with the aim to restructure the Political Pedagogical Plan from college. Based on the diagnostic study carried out, it is concluded that the solution of the problems raised go beyond the strictu compliance with current legislation as well as the development of a Political Pedagogical Plan that, yet in practice, have not had the acceptance of teachers and, for this reason, it remains compromised the effectiveness of their proposals in the day by day university life. Therefore, and in view of the results achieved with the \"diagnostic study\" it has been found that only through a change in working conditions and in the attitude of those involved in the educational process before its commitment to educate the proposals aimed at improving education and, in particular, the content of legal education can be properly implemented. |
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Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXIDocência superiorEnsino jurídicoProblemáticas contemporâneasDidáticaEnsino Superior - DidaticaProfessores de Direito - FormaçãoEnsino superior - Séc. XXIHigher education teachingLegal and juridical teachingCurrent issuesDidacticsCNPQ::CIENCIAS HUMANAS::EDUCACAOThe choice of the theme \"Teaching legal content: problems and perspective for the twenty-first century\" was developed in the research that originated this thesis which is articulated with Knowledge Research and Educational Practices and the Group of Studies and Research in Developmental and Didactic Teacher Professionalization (GEPEDI), from the Post-graduate School of Education (FACED/UFU), by proposing the questioning of one of its main agents: the university teaching. In order to understand their practices, as from the teachers own education to their performance in the classroom, it is crucial to inter-relate it to the social agents that are mapping the guidelines and objectives in higher education teaching: the government departments (the Federal Constitution, the MEC, the INEP and CAPES), the class representative bodies (OAB and Abedi), university college department and the students whom all the process is or should aim at. This paper falls into the context of deadlocks and paradoxes, represented here as problems facing the legal and judicial teaching. It regards the choice to rethink Education and, especially, the Law in order to provide some answers to the so-called Legal content teaching crisis as from analyses of initiatives of institutions which implemented teacher development programs centered on the course itself, on students learning, on sharing of experience, on group support, on supervision and reflection. The methodology developed at all stages of the research, and which is based on the Diagnostic Study method, primarily followed a critical-reflexive perspective of analysis of data collected from the thorough exam of bibliographic and documental sources, the interpretation of results of a research conducted in the undergraduate degree in Law from Fadir, as well as, from observing forums held with the aim to restructure the Political Pedagogical Plan from college. Based on the diagnostic study carried out, it is concluded that the solution of the problems raised go beyond the strictu compliance with current legislation as well as the development of a Political Pedagogical Plan that, yet in practice, have not had the acceptance of teachers and, for this reason, it remains compromised the effectiveness of their proposals in the day by day university life. Therefore, and in view of the results achieved with the \"diagnostic study\" it has been found that only through a change in working conditions and in the attitude of those involved in the educational process before its commitment to educate the proposals aimed at improving education and, in particular, the content of legal education can be properly implemented.Doutor em EducaçãoA escolha do tema Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI , desenvolvido na pesquisa que originou esta tese, articula-se à linha de pesquisa Saberes e Práticas Educativas e ao Grupo de Estudos e Pesquisas em Didática Desenvolvimental e Profissionalização Docente (GEPEDI), do Programa de Pós-graduação da Faculdade de Educação (FACED/UFU), ao propor o questionamento de um de seus principais agentes: a docência universitária. Para entender suas práticas, a começar pela formação dos professores até seu desempenho em sala de aula, é preciso inter-relacioná-la com os agentes sociais que traçam as diretrizes e os objetivos do ensino superior: os órgãos do governo (na Constituição Federal, no MEC, no INEP e na CAPES), os órgãos representativos de classe (OAB e Abedi), os órgãos colegiados das universidades e os discentes, para os quais todo o processo é, ou deveria ser, direcionado. É no contexto de impasses e paradoxos, aqui representados como problemas que se colocam ao ensino jurídico, que esta pesquisa se insere. Trata-se de uma escolha por repensar a Educação e, especialmente, o Direito, com o objetivo de apresentar respostas para a chamada crise do ensino jurídico a partir da análise de iniciativas provenientes de instituições de excelência que implementaram propostas de formação de bacharéis em Direito centradas no curso, na aprendizagem dos alunos, no compartilhamento de experiência, no apoio mútuo, na supervisão e na reflexão. A metodologia desenvolvida em todas as etapas da pesquisa, e que se encontra fundamentada no método de Estudo de Diagnóstico, obedeceu prioritariamente a uma perspectiva de análise críticoreflexiva dos dados coletados a partir do exame de fontes bibliográficas e documentais, da interpretação dos resultados de uma pesquisa realizada no âmbito do curso de graduação em Direito da FADIR, bem como da observação de fóruns realizados com vistas à reestruturação do Projeto Político Pedagógico da faculdade. Com base no estudo do diagnóstico realizado, conclui-se que a solução dos problemas levantados ultrapassa o strictu cumprimento da legislação vigente, bem como a elaboração de um Projeto Político Pedagógico que, na prática, ainda não teve o acolhimento dos professores e, por este motivo, resta comprometida a efetividade de suas propostas no dia a dia da vida universitária. Portanto, e em face dos resultados alcançados com o estudo de diagnóstico , constatou-se que somente através de uma mudança das condições de trabalho e da postura dos envolvidos no processo educacional frente ao compromisso de educar é que as propostas que visam à melhoria da Educação e, de modo especial, do ensino de conteúdos jurídicos, poderão ser devidamente implementadas.Universidade Federal de UberlândiaBRPrograma de Pós-graduação em EducaçãoCiências HumanasUFUPuentes, Roberto Valdéshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4730195J3Ghirardi, José Garcezhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768007J6Alemar, Aguinaldohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771636A0Lima, Antonio Bosco dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798667P6Oliveira, Luiz Eduardo Meneses dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708937Z0Silva, Maria Ivonete Santos2016-06-22T18:35:52Z2016-02-052016-06-22T18:35:52Z2015-08-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfapplication/pdfSILVA, Maria Ivonete Santos. Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI. 2015. 363 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2015. DOI https://doi.org/10.14393/ufu.te.2015.111.https://repositorio.ufu.br/handle/123456789/13698https://doi.org/10.14393/ufu.te.2015.111porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2021-03-10T19:46:44Zoai:repositorio.ufu.br:123456789/13698Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2021-03-10T19:46:44Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI |
title |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI |
spellingShingle |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI Silva, Maria Ivonete Santos Docência superior Ensino jurídico Problemáticas contemporâneas Didática Ensino Superior - Didatica Professores de Direito - Formação Ensino superior - Séc. XXI Higher education teaching Legal and juridical teaching Current issues Didactics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI |
title_full |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI |
title_fullStr |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI |
title_full_unstemmed |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI |
title_sort |
Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI |
author |
Silva, Maria Ivonete Santos |
author_facet |
Silva, Maria Ivonete Santos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Puentes, Roberto Valdés http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4730195J3 Ghirardi, José Garcez http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768007J6 Alemar, Aguinaldo http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771636A0 Lima, Antonio Bosco de http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798667P6 Oliveira, Luiz Eduardo Meneses de http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708937Z0 |
dc.contributor.author.fl_str_mv |
Silva, Maria Ivonete Santos |
dc.subject.por.fl_str_mv |
Docência superior Ensino jurídico Problemáticas contemporâneas Didática Ensino Superior - Didatica Professores de Direito - Formação Ensino superior - Séc. XXI Higher education teaching Legal and juridical teaching Current issues Didactics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Docência superior Ensino jurídico Problemáticas contemporâneas Didática Ensino Superior - Didatica Professores de Direito - Formação Ensino superior - Séc. XXI Higher education teaching Legal and juridical teaching Current issues Didactics CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The choice of the theme \"Teaching legal content: problems and perspective for the twenty-first century\" was developed in the research that originated this thesis which is articulated with Knowledge Research and Educational Practices and the Group of Studies and Research in Developmental and Didactic Teacher Professionalization (GEPEDI), from the Post-graduate School of Education (FACED/UFU), by proposing the questioning of one of its main agents: the university teaching. In order to understand their practices, as from the teachers own education to their performance in the classroom, it is crucial to inter-relate it to the social agents that are mapping the guidelines and objectives in higher education teaching: the government departments (the Federal Constitution, the MEC, the INEP and CAPES), the class representative bodies (OAB and Abedi), university college department and the students whom all the process is or should aim at. This paper falls into the context of deadlocks and paradoxes, represented here as problems facing the legal and judicial teaching. It regards the choice to rethink Education and, especially, the Law in order to provide some answers to the so-called Legal content teaching crisis as from analyses of initiatives of institutions which implemented teacher development programs centered on the course itself, on students learning, on sharing of experience, on group support, on supervision and reflection. The methodology developed at all stages of the research, and which is based on the Diagnostic Study method, primarily followed a critical-reflexive perspective of analysis of data collected from the thorough exam of bibliographic and documental sources, the interpretation of results of a research conducted in the undergraduate degree in Law from Fadir, as well as, from observing forums held with the aim to restructure the Political Pedagogical Plan from college. Based on the diagnostic study carried out, it is concluded that the solution of the problems raised go beyond the strictu compliance with current legislation as well as the development of a Political Pedagogical Plan that, yet in practice, have not had the acceptance of teachers and, for this reason, it remains compromised the effectiveness of their proposals in the day by day university life. Therefore, and in view of the results achieved with the \"diagnostic study\" it has been found that only through a change in working conditions and in the attitude of those involved in the educational process before its commitment to educate the proposals aimed at improving education and, in particular, the content of legal education can be properly implemented. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-08-28 2016-06-22T18:35:52Z 2016-02-05 2016-06-22T18:35:52Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Maria Ivonete Santos. Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI. 2015. 363 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2015. DOI https://doi.org/10.14393/ufu.te.2015.111. https://repositorio.ufu.br/handle/123456789/13698 https://doi.org/10.14393/ufu.te.2015.111 |
identifier_str_mv |
SILVA, Maria Ivonete Santos. Docência superior de conteúdos jurídicos: problemáticas e perspectivas para o século XXI. 2015. 363 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2015. DOI https://doi.org/10.14393/ufu.te.2015.111. |
url |
https://repositorio.ufu.br/handle/123456789/13698 https://doi.org/10.14393/ufu.te.2015.111 |
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por |
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openAccess |
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Universidade Federal de Uberlândia BR Programa de Pós-graduação em Educação Ciências Humanas UFU |
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Universidade Federal de Uberlândia BR Programa de Pós-graduação em Educação Ciências Humanas UFU |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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