O mestrado em educação e as exigências atuais no ensino do direito

AUTOR(ES)

Virginia de Fátima Dias

DATA DE PUBLICAÇÃO

2004

RESUMO

It is difficult for the Law course teaching staff to overcome the rhetoric and the search of new trends to arrive to the collective knowledge systematization. The emphasis of a traditional approach of education in Law academies results in lawyers who are just reproducing the knowledge. For this reason, when the bachelors in law choose the practice of the teaching profession, they need to review their behavior in class, seeking pedagogical skills or they run the risk of not succeeding in demonstrate to students how important the knowledge of the discipline is and the apprehension of its applicability in each citizen privacy and working life. The research is qualitative, by case study analysis, in Education and Law areas combined. Focus group was accomplished with four teachers of the Rui Barbosa Mastership Course in Education, graduated in Law and teaching for more than two years in higher education. From the classes of the researched teachers, 80 (eighty) students were also interviewed. It was sought to identify the Mastership Course in Education influences in the pedagogical work of professors. The research pointed out the changes in the relations between teacher and student. The content, before assumed as finished, is now collectively systematized by the people engaged in the apprenticeship process. Moreover, the study demonstrates that the Law professors that follow a Master degree in Education are alarmed at the critical teaching in Law, even though their university teaching plans (research, interdisciplinary works, class plans taking into account the holistic knowledge) are showed as modest in the teaching practice.

ASSUNTO(S)

professores - formação educacao direito - estudo e ensino

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