O ensino de Direito: uma análise sobre o projeto pedagógico da FESURV

• Ano de defesa: 2008
• Autor(a) principal: Santos, Sérgio Ferreira dos
• Orientador(a): Schmidt, Ivone Tambelli
• Banca de defesa: Bertan, Levino , Gomes, Alberto Albuquerque
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Direito > Estudo e ensino; Direito > projeto pedagógico
• Palavras-chave em Inglês: Law > Study and teaching; Law > Pedagogical project
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/768

The juridical brazilian teaching is the base for this study, as well as the possibility to transform the teaching characterized as positivist to a dialogical teaching, critic and emancipated, the research focuses the juridical teaching at FESURV- Law College- Rio Verde University, trying to find traces of a critical education, emancipated and aware of the dynamic social movement. The Law Course of the analysed unit was the object of study. It´s a case of study that analyses the pedagogical project, as it must be inserted in all the theorical and pratical foundations that sorround the teaching and the professional education. To make the research real, observations in meetings, informal interviews with university managers were made and documents were analysed, especially the polical pedagogical project of the course in study. The first indications found are related to the theorical base of the pedagogical project caracterized as dialogical-critic, which building was done with the effective participation of teachers, students, lawyers, judges, among others. The current pedagogical project of juridical teaching invests in the building of knowledge by the association of research, teaching and extension, as well as a comprehension and critical thought and the Professional enablement. However, to the accomplishment of these orientations it´s necessary to have more effort of the educational managers to strengthen this teaching tendency and the formation agencies of Law professionals. Furthermore, the continuous education of teachers in Colleges is a strong indication of the serving for demands in the social dynamics, in a moment of democratic construction and the need of giving more coherence and consistency to the pedagogical practice in the Law Courses. The conclusion is that there are many indications denotating criticism at FESURV, for the teachers and for the students, feeding the possibility of overcoming the positivism of the Law teaching.