TEACHING IN THE LAW COURSE: PEDAGOGICAL ISSUES AND THE PERSPECTIVE OF STUDENTS ABOUT THE GOOD TEACHER
Name: MOEMA LIMA PEREIRA MASTERS AGUIAR
Publication date: 04/07/2023
Examining board:
Name |
Role |
|---|---|
| KALLINE PEREIRA AROEIRA | Advisor |
Summary: This research aims to understand how teaching is constituted in the Law course from
a bibliographic study and the conception of students from a federal public university. It
bases its discussions on a theoretical framework consisting of productions that
consider critical discussions about teaching and pedagogy in higher education. The
study is qualitative in nature, using bibliographic research to discuss studies and
research that thematize teaching in the Law course, situating its characteristics,
scenarios and pedagogical demands. It resorts to the application of an online
questionnaire for field research with the research participants, final year students of
the Law undergraduate course at a federal public university, in order to identify
perceptions regarding the teacher who is recognized as a good professor in his
pedagogical action in this context. For data interpretation, it uses the content analysis
technique and presents, as an educational product of the investigation, an e-book on
teaching and pedagogical issues in the teaching and learning processes in the Law
course. As main results, the research points out the following considerations-
syntheses: the debate with academic studies on teaching in higher education highlights
the complexity and specificities of the teaching profession in higher education, as well
as the need for investment by Higher Education Educational Institutions in the
stimulation and participatory mobilization of professors in continuous pedagogical
training processes; the conceptions of the students, participants of the study, indicate
that the teachers, who work in the Law course, are professionals who have vast legal
knowledge, which is fundamental for the students, however it is also indicated by this
public that their teachers need knowledge in the didactic-pedagogical perspective; the
analyses of this study affirm the contributions of Pedagogy and Didactics as areas of
knowledge, which can subsidize the formulation of continuous training processes for
higher education teachers, collaborating to the formulation of possibilities and to
overcome the challenges and dilemmas of teaching experienced in this context.
