THE TEACHING OF LAW IN BRAZIL: THE RESEARCH’ SOUNDS

• Autor(a) principal: Lorandi, Paulo Angelo
• Data de Publicação: 2017
• Outros Autores: Martins, Leandro Gonçalves, Vilalva, Adriana Mallmann
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/10192
• topic: Higher Education. Teaching. Law; Qualified Teaching.; Enseñanza universitaria. Enseñanza del derecho. Formación del profesorado.; Docência universitária. Ensino do direito. Formação docente.

The analysis of higher education demonstrates the need of improving pedagogic strategies for the teaching. In law school, judges, prosecutors, and lawyers on condition of a teacher with strong liberal character establish an emphasis on the technicality, with an absence of teacher identity. We use the systematic review as the methodology. We searched dissertations and theses produced in graduate programs in education and law in Brazil. It was not established time period as criteria linked to the topic of teacher education. 79 studies were found at Capes Database. Six studies were selected initially. Three categories were determined: the absence of pedagogical training, need for continuing education and teaching identity. We concluded that the formation of the law school is based on the general culture, in knowledge gained in college and personal experiences. Actions can be generated to improve the process of professor preparation. The results show us that law professor believes in continuing training of pedagogical character, which would facilitate teacher-student relationships in all aspects.