O profissional docente do Direito e sua formação pedagógica: desafios e compromissos

Abstract

The actual research was intended to contribute in the reflection on the work of the Law Professional and his use in the faculty action. It is already known that Law schools foment the participation of professors who are Law Professionals (lawyers, judges, prosecutors among others) because they certainly know how important it is for students, the experience and forensic practices emanated from jurist professors. However, it is questioned: is the knowledge originated from academic education and the knowledge gained from experience alone able to transform good Law professionals in good professors? How does such knowledge articulate with pedagogical practice? Is the pedagogical training important for the professor, specially the Law professor? What are the problems and motivations for the professors practice? Facing all these questions, the main target of this research was to investigate the way the professional action of professors configure itself in the Law area when acting in the superior education. It was necessary to identify the conceptions that Law professors have concerning teaching, through the analysis of their pedagogical practices, verifying the limits and possibilities for their teaching performance. The study was centered on the qualitative approach, with the study of a case. The methodological procedures involved gathering of data, through interviews with a semi structured script and documental analysis. The research allowed us to outline the profile of ten professors from a Law course and from a private institution of education and to comprehend how they develop their work in the classroom, what their conceptions about teaching are and also what their opinions about pedagogical education for the practice of their functions are. The analysis of data allowed us to assert that this group of professors believe in the importance of pedagogical training for the actual teaching, they realize the importance of continuous training, updating and socialization in the classroom.