O processo de ensino-aprendizagem no curso de direito : estudo sobre as contribuições da teoria do ensino desenvolvimental

Abstract

Teaching in the Law course aimed at the development of the student has several challenges to be overcome, some historical, such as the traditional character and the positivist bias, however, contemporary factors such as the utilitarian marketing purpose of Law courses are also difficulties that generate a growing pedagogical concern of the scientific literature. The maintenance of lectures centered on the figure of the professor associated with the search for financial stability provided by approvals in competitions and OAB exams, distances students of the Law course from the development of general skills to act in particular and concrete situations and from the development of a critical conscience. Considering the need for changes and the development of activities that provide students with the appropriation of concepts, it is assumed that the theory of developmental teaching represents an alternative for overcoming the problems experienced in Law courses. Therefore, the problem to be solved by this research is: can the theory of developmental teaching contribute to changes in the teaching-learning process of the Law course? The general objective is to highlight developmental teaching contributions to the search for changes in teaching and learning in the Law course. The specific objectives refer to the presentation of the historical trajectory of the Law course in Brazil from its creation to the current curricular and didactic configuration, as well as to map and discuss the problems in the teaching of Law identified in the scientific literature and indicate contributions from the Theory of Teaching Developmental for changes in teaching-learning in the Law course. Methodologically, a literature review is carried out in order to understand the main concerns currently present in the scientific and academic environment in relation to teaching in the Law course, also resorting to the theoretical-bibliographic study, which fell on the theoretical principles of Vygotsky, Leontiev and Davydov. As main results, the following stand out: the social task of a law course is to provide its students with the development of critical awareness and psychic abilities that are fundamental for legal action in today's society; teaching-learning for the multilateral training of future legal professionals needs an organization strongly focused on the formation of theoretical thinking, guided by dialectical logic; The organization of teaching-learning from the Davydovian perspective, through six actions that place the student in the movement of thought from the abstract to the concrete, presents a significant transformative potential for the Law course. These actions mobilize the student to assume an attitude of investigating, establishing relationships, making discoveries, drawing conclusions, in a well-founded way, and by a method of thinking of which he is aware. Thus, the research carried out came to the conclusion that the theory of Developmental Teaching has much to contribute to teaching in the Law course, as the concepts used in this theory provide a rich learning potential