Curricular training activities: challenges, possibilities and propositions for training teachers for legal education

Abstract

The didactic-pedagogical training of legal education teachers is a major challenge in the area. There are no resolutions that deal with teacher training for Higher Education, only the indication of article 66 of the LDB, which points to master's and doctorate courses as primarily responsible for this training. In this context, the question is: how do graduates perceive the didactic-pedagogical training offered through curricular training activities in master's and doctorate courses in Law and, consequently, what are its implications for being and doing teaching by professors of law? legal education? Thus, the objective of this investigation is to critically analyze the implications of the didactic-pedagogical training offered through the curricular training activities of stricto sensu postgraduate academic courses in Law, taking as a premise the perceptions of graduates in relation to the activities experienced. Bibliographic and field research, qualitative data treatment and content analysis were the methodological approaches adopted for the development of the research. Data were collected through interviews carried out using a semi-structured questionnaire with 90 legal education professors who graduated from master's or doctorate courses in Law located in the state of Paraná, from 2017 to 2020. In the final considerations, it was verified that if it is not enough to simply offer curricular training activities; It is important to build an institutional culture of student participation in these activities, as well as a continuous process of evaluating the strategies adopted and the training intentionality in achieving the desired educational project, whether to conserve or transform it.