O aumento considerável dos cursos de graduação no Brasil trouxe uma nova perspectiva para o aluno egresso do ensino de 2 grau, que passa a ter um leque de opções na tentativa de ingressar em uma instituição de ensino superior. Com os cursos de Direito não foi diferente. São centenas de cursos espalhados pelo território nacional tentando proporcionar um estudo alicerçado no positivismo, no uso da lei, fazendo-se pensar e conseguindo convencer a muitos que ela, a lei, é a única fonte do Direito. Braço direito dos cursos das Ciências Jurídicas (e muitas vezes a sua vitrine), o Núcleo de Prática Jurídica é o instrumento de real garantia da defesa dos direitos de uma parcela da população desprovida de condições sócio-econômicas para constituir um profissional da advocacia capaz de satisfazer seus anseios de cidadão, ou pelo menos, amenizar a angústia de seus problemas. Com efeito, o trabalho desenvolvido por alunos e professores é de suma importância para o aprendizado, de um lado, e para a formação de cidadania, do outro. E esse trabalho quando é realizado por uma Faculdade de Direito instalada fora de uma capital e sua região metropolitana, aumenta consideravelmente sua indispensabilidade no seio de uma sociedade organizada. No interior, diferentemente da capital, prevalece a desinformação, aliada à falta de estudo, oportunidades e compreensão da lei, tornando o atendimento aos assistidos uma verdadeira palestra sobre direitos e cidadania, buscando sempre uma linguagem acessível, desprovida de vocábulos jurídicos, o juridiquês, como forma de melhor absorção por aquele que merece um mínimo de dignidade humana, tal como previsto em nossa Carta Magna. O presente estudo pretende abordar a temática do professor-advogado em seu trabalho no ensino e atendimento à população juntamente com seus alunos e a satisfação (ou não) de poder ter a consciência da resolução dos problemas humanos da população assistida. / The considerable increase of graduate courses in Brazil brought a new perspective to the student from the teaching of 2 grade, which is replaced by a range of options in an attempt to enter an institution of higher education. With the courses of Law was no different. There are hundreds of courses across the country trying to provide a study grounded in positivism, in the use of the law, being made thinking and being able to convince many that she, the law, and the only source of law. Right arm of the courses of Legal Science (and often their showcase), the core of legal practice and the instrument of real guarantee of defense of the rights to a portion of the population lacks of socio-economic conditions to be a professional lawyer able to satisfy their longing for citizen, or at least, ease the anguish of their problems. In fact, the work done by students and teachers is of paramount importance in the learning, on the one hand, and for the formation of citizenship, of another. And this work is carried out by a Law School located outside of a capital and its metropolitan region, considerably increases its indispensability in the womb of an organized society. Inside, unlike the capital, the prevailing misinformation, combined with the lack of study, opportunities and understanding of the law, making care for assisted a real lecture on rights and citizenship, always seeking an accessible language, devoid of legal words, the "legalese" as a way of better absorption by the one who deserves a minimum of human dignity, as provided for in our Magna Carta. This study intends to address the topic of teacher-lawyer in his work in teaching and assisting the population together with their students and the satisfaction (or not) to be able to have the conscience of the resolution of "human problems" of the population served.

Orientador: Cesar Apareciddo Nunes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T14:43:41Z (GMT). No. of bitstreams: 1 Fernandes_AndreGoncalves_M.pdf: 5130508 bytes, checksum: 7edf8a6bf8307e87eeffab82a1f4bc1a (MD5) Previous issue date: 2014 / Resumo: Estuda a formação do profissional de Direito e os fins da formação da Escola de Direito. Descreve os antecedentes pedagógicos no ensino do Direito desde a Grécia até a Idade Moderna e desde a fundação dos cursos jurídicos no Brasil até os dias atuais. Desenvolve os pressupostos para uma educação entendida como um processo de evolução, inserção e encontro, lastreada na natureza espiritual do homem, na dimensão prática e fenomenológica da tarefa pedagógica propriamente dita e na essência ético-virtuosa do agir humano. Analisa os fundamentos e formas institucionais e políticas da formação na área do Direito e questiona suas contradições e reducionismos. Apresenta uma reflexão crítica sobre a prática do ensino do direito e destaca o conceito aristotélico-tomista de prudência, no contexto histórico, filosófico e jurídico, como principal excelência do profissional do Direito na tarefa de discernir e assinalar as coisas no âmbito da distribuição da justiça. Avoca a prudência jurídica como fundamento epistemológico do Direito, entendido este como o justo concreto ¿ o dar a cada um o seu ¿ matizado, quando necessário, pela equidade. Analisa a potencialidade formadora da Hermenêutica Jurídica clássica em diálogo com Hermenêutica Gadameriana, no seio pedagógico do método do Estudo do Caso, nos moldes da experiência pedagógica da Universidade de Harvard (case method), enfocado em sua natureza crítica e didática, como bases de uma proposta de formação ético-social do aluno no campo do Direito. Estuda as relações entre a tradição filosófica, o pensamento moderno e o Direito, apontando questionamentos epistemológicos e pedagógicos nos parâmetros constatados na prática do ensino jurídico atual, de base fortemente positivista, com indicações teóricas e metodológicas para as Diretrizes Curriculares da Formação Superior no campo do Direito. Apresenta desafios sociais e jurídicos para a mesma área e para o campo temático da Educação, com vistas aos fundamentos para uma formação da justiça como prática social / Abstract: Studies the law professional's graduation and law school's purposes. Describes the pedagogical backgrounds on law teaching education since Greece until Modern Age and from the foundation of legal courses in Brazil until nowadays. Develops the assumptions to an education known as a process of evolution, insertion and meeting, backed by men's spiritual nature, by the practical and phenomenological dimension of pedagogical duties and by the ethical and virtuous essence of human acts. Analyses the institutional fundaments and forms and also the politics of Law education and question its contradictions and reductionism. Presents a critical reflexion about the practice of Law education and highlights the Aristotelian-Thomistic concept of prudence, on historical, philosophical and legal context, as the main excellence on the Law professional on their duty to discern and point out the subjects on justice's distribution scope. Takes on the law prudence as an epistemological foundation of law, known as the concrete fairness ¿ giving each one what is theirs - variegated, when necessary, by equity. Analyses the classic Legal Hermeneutics forming potentiality dealing with Gadamerian Hermeneutics within the pedagogical method of Case Study, modeled by Harvard's pedagogical experience (case method), focused on its critical and didactic nature as a base to an ethical and social education on Law field. Studies the relationships between the philosophical tradition, the modern thinking and the Law, pointing epistemological and pedagogical questioning on parameters observed on actual law education, endowed with strong positivist base, with theoretical and methodological indications to Law field's Higher Education Curriculum Guidelines. Presents social and juridical challenges to the same field and to education's thematic field, aiming justice to the foundations to law education as a social practice / Mestrado / Filosofia e História da Educação / Mestre em Educação

M.A. (African Languages) / Problems regarding language requirements set by legislation, the law profession and academic institutions, are discussed. The main purpose of the study is to do a needs analysis of law students' needs, to communicate in Afrikaans, to make a conclusion ofneeds that have to be addressed and to lay down guidelines for a concept syllabus. The presumption is made that present Afrikaans courses for law students at universities, do not make provision for their specific needs. The implementation phases are discussed, with a special focus on the communicative needs ofthe target groups. The development of language for special purposes is discussed. Special attention is focussed on authentic materials, a frequency analysis and a special register. The importance of a needs analysis is stressed. The development of the functional notional approach and its advantages is discussed. Learner-centredness and learner needs are emphasized. A number of language syllabuses . ~. are mentioned and the conclusion is reached that grammar should form the basis of a syllabus, with notional, functional and situational specifications centering around it. A number of existing language courses for law students were studied. The lack of a communicative approach in many of these courses is pointed out. It is suggested that serious consideration must be given to a new approach towards existing courses in Afrikaans for law students and that a rationale be developed to determine communicative needs, contents of the course and the principles as set out in the functional-notional approach.

The problem of this study was to compare two approaches to teaching concepts of American law and government as to their relative effects on achievement, attitude, and critical thinking performance of high school students.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-07T13:04:42Z No. of bitstreams: 1 Salete de Oliveira Domingos.pdf: 1887726 bytes, checksum: bac6220a0ba2202204a81093cc9c04c9 (MD5) / Made available in DSpace on 2018-05-07T13:04:42Z (GMT). No. of bitstreams: 1 Salete de Oliveira Domingos.pdf: 1887726 bytes, checksum: bac6220a0ba2202204a81093cc9c04c9 (MD5) Previous issue date: 2018-03-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The purpose of this thesis is to address the following problem: “humanized education versus merchandise in private legal education in Brazil”. The hypothesis that the educator is one of the factors that can minimize the reflexes of massification and humanize this relationship between the student and the institution is a fundamental element for fulfilling the social function of private colleges. In order to reach the proposed objective, it is necessary to make historical considerations of legal education in Brazil and its influences on academic merchandise, for the trivialization of legal education and the marketing domain of private colleges. A marketing analysis test will be carried out based on the data available on public platforms such as INEP, considering the period from 1996 to 2016. From this analysis graphs are extracted to represent the growth of the academic market and to explore the socioeconomic factors that influenced this demand. It is also proposed as a specific objective to analyze the importance of technology as a new language and its consequences in the massification and quality of legal education. As a theoretical framework it is established that the democratization of legal education aims to make legal higher education accessible to all, however, as a result achieved requires an intellectual investment by the State, society and family, educator, educator and the awareness of private universities to promote the balance between profit making and the realization of the social function, as well as a restructuring in academic curricula to move away from dogmatic and approach humanization. Seeking to diminish the reflexes that are inherent in any and every perverse human massification. Regarding the questions of methodological bias, the use of the historical aspect, the deductive, hypothetical-deductive and dialectical method are emphasized. In the procedural field was used bibliographical and doctrinal research, legislative, documentary and research action. As for the approach will be used the qualitative technique / O propósito desta tese é enfrentar a seguinte problemática: “educação humanizada versus mercancia no ensino jurídico privado no Brasil”. Ao problema de tese formulado, levanta-se a hipótese – ao final confirmada – de que o educador é um dos fatores que pode minimizar os reflexos da massificação e humanizar essa relação entre o educando e a instituição, sendo elemento fundamental para cumprimento da função social das faculdades privadas. Para alcançar o objetivo proposto, necessário se faz a realização de considerações históricas do ensino jurídico no Brasil e suas influências para a mercancia acadêmica, para a banalização do ensino jurídico e o domínio mercadológico das faculdades privadas. Far-se-á um ensaio de análise mercadológica com base nos dados disponíveis nas plataformas públicas tais como INEP, considerando o período de 1996 a 2016, dessa análise é extraído gráficos para representar o crescimento do mercado acadêmico e explorar os fatores socioeconômicos que influenciaram essa demanda. Propõe-se também como objetivo específico analisar a importância da tecnologia como nova linguagem e suas consequências na massificação e na qualidade do ensino jurídico. Como marco teórico se estabelece que a democratização do ensino jurídico tem como finalidade tornar o ensino superior jurídico acessível a todos, no entanto, como resultado alcançado requer um investimento intelectual, por parte do Estado, da sociedade e da família, no educador, no educando e na conscientização das universidades privadas para promover o equilíbrio entre os fins lucrativos e a concretização da função social, bem como uma reestruturação nos currículos acadêmicos para afastar a dogmática e aproximar a humanização. Buscando diminuir os reflexos que são inerentes a toda e qualquer perversa massificação humana. No tocante às questões do viés metodológico, ressaltam-se o uso da vertente histórica, o método dedutivo, hipotético-dedutivo e dialético. No campo procedimental utilizouse de pesquisa bibliográfica e doutrinária, legislativa, documental e pesquisa de campo. Quanto à abordagem será utilizada a técnica qualitativa

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-26T12:33:01Z No. of bitstreams: 1 Pierre Santos Castro.pdf: 1331868 bytes, checksum: 20007715bb512ce50b448c3e37f346e3 (MD5) / Made available in DSpace on 2018-06-26T12:33:01Z (GMT). No. of bitstreams: 1 Pierre Santos Castro.pdf: 1331868 bytes, checksum: 20007715bb512ce50b448c3e37f346e3 (MD5) Previous issue date: 2018-03-16 / The theme of the thesis The Organization of the Law Course of the State University of Roraima in accordance with the criteria of the Resolution CNE / CES No. 09/2004, aims to analyze the curriculum of the Law Course of the State University of Roraima - UERR, with the perspective to glimpse a dynamic formation, articulated with the context of legal problems that approach the socioeconomic, environmental and cultural reality of the region, based on theoretical and programmatic bases according to the criteria of Resolution CNE / CES 09/2004. The justification of the work lies in the capacity offered to provide participants with the process of building the course, further aligning the issues pertinent to the Curriculum, instigating the academic dialogue in collegiate body in the continuous reconstruction of the PPC, thus benefiting the future provision of legal services toward the community of Roraima, Amazon and Brazil. The scope of the approach is to verify the consonance of the Pedagogical Political Project of the State University of Roraima, with the pertinent educational legislation, seeking to unveil the best forms of development of teaching, research and extension in the course, with the intention of contributing in a creative and innovative way, so that the graduates can exercise in the best way the legal career in accordance with the reality, which is inserted. It has as hypothesis the verification of the total or partial fulfillment of the Resolution CNE / CES 09/2004. It will be a qualitative research, combined with bibliographical and documentary research. Thus, this type of research is not merely a repetition of what has already been said or written about a certain subject, but allows the examination of a topic under a new focus or approach. It is concluded that in the Law Course of the State University of Roraima - UERR, partially fulfills the precepts instructed by CNE / CES Resolution 09/2004 / O Tema da tese A Organização do Curso de Direito da Universidade Estadual de Roraima à Luz da Resolução CNE/CES nº 09/2004, traz como objetivo uma análise do Currículo do Curso de Direito da Universidade Estadual de Roraima - UERR, com a perspectiva de vislumbrar uma formação dinâmica, articulada com o contexto dos problemas jurídicos que abordam a realidade socioeconômica, ambiental e cultural da região, fundamentada em bases teóricas programáticas à luz da Resolução CNE/CES 09/2004.A justificativa do trabalho se encontra na capacidade oferecida de propiciar aos partícipes do processo de construção do curso, maior alinhamento as questões pertinentes ao Currículo, instigando o diálogo acadêmico em sede de colegiado na contínua reconstrução do PPC, beneficiando assim a futura prestação de serviços jurídicos dos egressos perante a comunidade roraimense, amazônica e brasileira. A abordagem tem como escopo, a verificação da consonância do Projeto Político Pedagógico da Universidade Estadual de Roraima, com a legislação educacional pertinente, buscando desvendar as melhores formas de desenvolvimento do ensino, pesquisa e extensão no curso, na intenção de contribuir de forma criativa e inovadora, para que os egressos possam exercer da melhor forma a carreira jurídica em conformidade com a realidade, a qual está inserido. Tem como hipótese a verificação do cumprimento total ou parcial da Resolução CNE/CES 09/2004. Será uma pesquisa de abordagem qualitativa, combinada com pesquisa bibliográfica e documental. Dessa forma, este tipo de pesquisa não é mera repetição do que já foi dito ou escrito sobre certo assunto, mas propicia o exame de um tema, sob novo enfoque ou abordagem. Conclui-se que no Curso de Direito da Universidade Estadual de Roraima – UERR cumpre parcialmente os preceitos instruídos pela Resolução CNE/CES 09/2004

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-18T11:46:42Z No. of bitstreams: 1 Taíse Ferreira da Conceição Nishikawa.pdf: 1987278 bytes, checksum: ca7452deef95ebb693c2813e34e3333f (MD5) / Made available in DSpace on 2018-07-18T11:46:42Z (GMT). No. of bitstreams: 1 Taíse Ferreira da Conceição Nishikawa.pdf: 1987278 bytes, checksum: ca7452deef95ebb693c2813e34e3333f (MD5) Previous issue date: 2018-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the formation of the first generation of magistrates who figured in the political scene in Brazil, in the first phase of its autonomy from 1822 and the first legal Courses open in Brazil in 1827 and their respective statutes. Because those who shared in his youth a academic enlightenment, based in the tradition of the University of Coimbra are those who operate in the Constituent Assembly in 1823, as well as are those who draw up the design of the opening up of legal courses in 1825, debated after the reopening of the legislative power in 1826 and adopted in 1827. In the last 15 years to accompany the increase of studies that point to analyzes of Brazil in the 19th century, the political implications of the presence of the Portuguese court in Rio de Janeiro, the breakdown of unity between the kingdoms and the historical formation of the first and second reigns. In this research we take the first reign not as a transitional period to agonized until the abdication of the Portuguese monarch. But as a situation from a confrontation between traditional forces, whose practices identified with the Ancien Régime, and reforming forces imbued with liberal ideals. This is the moment where he founded the whole building cool and the institutions of the Brazilian National State, and, in relation to the political powers founded, remained a climate of disputes around the sovereignty and representation of the nation. We performed the analysis of the opening up of legal Courses, former colony's claim and the kingdom of Brazil, and the dialog conducted with the legacies of modernity portuguesa when the drafting of the Statute which guided the first legal courses in Brazil, since 1827, we have an inspiration affects pensioners to the Statutes of the University of Coimbra. We also propose the study on the Portuguese illustration of the late 18th century who starred in the period of reforms in the administration undertaken by Sebastião Carvalho e Mello, Marquês de Pombal. We localized, more specifically, the reform of the Statutes of Legal courses of the University of Coimbra, marks on the modernisation of the Portuguese kingdom linked to the maintenance of the mercantile system, to force the catalyst of the catholic religion and the centrality of the monarchy in the absolutist regime. We believe that the deepening of the study regarding the first reign, in terms of its political and institutional aspects, such as the proposals for the opening of upper-level courses and universities, allow an increase in the historiography that dedicates itself to studies of 800 both in the national context, and also in the Latin American context, given the specific nature of the independence of Brazil. The analysis of the first legal courses in Brazil will demonstrate the ambiguities and tensions that have marked the construction of the Imperial State and the consolidation of proposals that dialog with the ways considered ancient and modern thinking about politics and power / Este estudo aborda a formação da primeira geração de magistrados que figuraram na cena política no Brasil, na primeira fase de sua autonomia a partir de 1822 e os primeiros Cursos Jurídicos abertos no Brasil em 1827 e seus respectivos estatutos. Pois aqueles que partilharam em sua juventude de uma formação acadêmica iluminista, pautada na tradição da Universidade de Coimbra são os que atuam na Assembleia Constituinte em 1823, assim como são os que elaboram o projeto da abertura dos cursos jurídicos em 1825, debatido após a reabertura do poder legislativo em 1826 e adotado em 1827. Nos últimos 15 anos acompanhamos o incremento de estudos que apontam para análises sobre o Brasil no século XIX, as implicações políticas da presença da corte portuguesa no Rio de Janeiro, a desagregação da unidade entre os reinos e a formação histórica do primeiro e do segundo reinados. Nesta pesquisa tomamos o primeiro reinado não como um período transitório que agonizou até a abdicação do monarca português. Mas como uma conjuntura proveniente de um confronto entre forças tradicionais, cujas práticas se identificavam com o Antigo Regime, e forças reformadoras imbuídas de ideais liberais. É o momento onde se funda todo o edifício legal e as instituições do Estado Nacional brasileiro, e, em relação aos poderes políticos fundados, permaneceu um clima de disputas em torno da soberania e da representação da nação. Realizamos a análise da abertura dos Cursos Jurídicos, antiga reinvindicação da colônia e do reino do Brasil, e do diálogo realizado com as heranças da modernidade portuguesa quando à elaboração do estatuto que regeu os primeiros Cursos Jurídicos no Brasil, a partir de 1827, temos uma inspiração afeta aos Estatutos Reformados da Universidade de Coimbra. Também propomos o estudo sobre a ilustração portuguesa do final do século XVIII que protagonizou o período das reformas na administração realizadas por Sebastião Carvalho e Mello, Marquês de Pombal. Localizamos, de forma mais específica, as reformas dos Estatutos dos Cursos Jurídicos da Universidade de Coimbra, marcas da modernização do reino português atrelada à manutenção do sistema mercantil, à força catalisadora da religião católica e da centralidade da monarquia no regime absolutista. Consideramos que o aprofundamento do estudo a respeito do Primeiro Reinado, no que tange a seus aspectos políticos e institucionais, como as propostas para a abertura de cursos em nível superior e universidades, possibilitam um incremento à historiografia que se dedica aos estudos dos oitocentos, tanto no contexto nacional, e também no contexto latino americano, dado o caráter específico da independência do Brasil. A análise dos primeiros Cursos Jurídicos no Brasil demonstrará as ambiguidades e as tensões que marcaram a construção do Estado Imperial e a consolidação de propostas que dialogam com as formas consideradas antigas e modernas de pensar a política e o poder

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-10T10:21:01Z No. of bitstreams: 1 Juliana Assef Pierotti.pdf: 1121473 bytes, checksum: 5918f48272659b1f5c48958d89f9c899 (MD5) / Made available in DSpace on 2018-10-10T10:21:02Z (GMT). No. of bitstreams: 1 Juliana Assef Pierotti.pdf: 1121473 bytes, checksum: 5918f48272659b1f5c48958d89f9c899 (MD5) Previous issue date: 2018-08-10 / This research is the analysis of the performance of Law students from a High Educational Institution based on public data made available by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) on results obtained in the Students Performance National Exam (Enade) in 2006, 2009, 2012 and 2015.The qualitative and quantitative analysis is the comparison of Discrimination and Facilities Levels in Specific Component in more accurate and more wrong questions by Law students from this Institution compared to the total number of Law students who participated all over Brazil. It was also verified the curricular contentes with best and worst performance of these two groups. Covering documental analysis, results analysis and historical textualization of the emergence of intelligence tests and their influences for the creation of the Large Scale High Education Appraisal, this research aimed to indicate perspectives of the use of these informations for the planning and improvement process on the pedagogical proposal of a course, considering their respective students performance in the tests. We noticed that results are still being addressed in a regulatory manner and the creation of rankings is kept with a lack of aggregation in the formation proposal of new workers / A presente pesquisa buscou analisar o desempenho dos alunos do curso de Direito de uma Instituição de Educação Superior (IES) a partir dos dados públicos disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep) referentes aos resultados obtidos nas provas do Exame Nacional de Desempenho dos Estudantes (Enade) dos anos de 2006, 2009, 2012 e 2015. A análise quali-quantitativa consistiu da comparação dos Índices de Discriminação e Índices de Facilidade das questões de Componente Específico mais acertadas e mais erradas pelos estudantes do curso de Direito dessa IES em relação ao total de estudantes de Direito (participantes do exame) do Brasil. Também foi feita a verificação dos conteúdos curriculares de melhor e pior desempenho desses dois grupos. Englobando análise documental, análise de resultado de exames e contextualização histórica do surgimento dos testes de inteligência e suas influências para a criação da Avaliação de Larga Escala na Educação Superior, esta pesquisa buscou ainda indicar perspectivas de uso dessas informações para o processo de planejamento e aperfeiçoamento da proposta pedagógica de um curso, considerando o desempenho de seus respectivos alunos nas provas realizadas. Percebemos que os resultados ainda estão sendo tratados de forma regulamentadora e a criação de rankings se mantém, deixando de agregar na proposta de formação de novos cidadãos trabalhadores

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-07T11:04:31Z No. of bitstreams: 1 Cristiane Amorim de Andrade.pdf: 1283009 bytes, checksum: aa71d8d67db050d330cea7efcf530243 (MD5) / Made available in DSpace on 2018-02-07T11:04:31Z (GMT). No. of bitstreams: 1 Cristiane Amorim de Andrade.pdf: 1283009 bytes, checksum: aa71d8d67db050d330cea7efcf530243 (MD5) Previous issue date: 2018-01-31 / Fundação São Paulo - FUNDASP / This research investigates the formation trajectory of students in a post-graduation course in Civil Procedural Law at PUC-SP. This work analyzes through testimonies the previous school trajectory until this course. The objective of the research is to analyze the possible relationship between the possession of the lato sensu certification of students enrolled in a teaching institution considered to be of greater prestige when compared to the institution where they obtained a law degree, other than PUC-SP, and the social place in which these students are in society today. Besides, it is important to know the students’ school trajectory before specialization, and to check the importance of the certification in law (civil procedure) for the individual and to find out what hopes to achieve with the course certificate. As a methodological procedure, the research with a qualitative approach is composed of two parts: a) in the first part, some questions about socioeconomic characteristics and schooling, following a script; and b) in the second part, an interview, whose objective is to trace the students’ academic trajectory. Also supported by Pierre Bourdieu's theory of symbolic power, and by Bernard Lahire concepts on academic trajectory, as well as others who have discussed the neoliberal context, this work highlights the proximity between the labor market and the search for consumption for more certifications, influencing and defining the quality of higher and continuing education in the contemporary world / Esta pesquisa investiga a escolha de formação continuada de estudantes matriculados em um curso de Direito Processual Civil na categoria de pós-graduação lato sensu da PUC-SP, e analisa, por meio de relatos, a trajetória escolar anterior a esse curso. O objetivo da pesquisa é analisar as possíveis relações entre a posse de certificação de pós-graduação lato sensu de estudantes matriculados em uma instituição de ensino considerada de maior prestígio quando comparada com a instituição onde obtiveram a graduação em Direito, que não a PUC-SP, e o lugar social no qual esses estudantes se encontram na sociedade atualmente. Além de conhecer a trajetória escolar anterior ao curso de pós-graduação, busca verificar a importância da certificação de pós-graduação lato sensu em Direito Processual Civil e descobrir o que o estudante espera alcançar com o certificado do curso. Como procedimento metodológico, a pesquisa adotou a abordagem qualitativa composta por duas partes: a) na primeira parte, um questionário com questões estruturadas para conhecer as características socioeconômicas e escolarização dos sujeitos; e b) na segunda parte, uma entrevista, cujo objetivo é traçar a trajetória escolar dos estudantes. Amparada nas teorias de Pierre Bourdieu, Bernard Lahire e tendo como cenário o contexto neoliberal, a pesquisa evidencia a proximidade entre o mercado de trabalho e a busca pelo consumo por mais certificações, influenciando e definindo a qualidade da educação superior e continuada na contemporaneidade

Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is constructed in socio-historical contexts and largely inseparable from those who construct it and from issues of power. This leads to a confusion of knowledge with knowing, and knowledge is thus obscured as an object of study because it is only seen or understood as knowing or as a subject of learning and teaching. This ‘knowledge-blindness’ (Maton 2013a: 4) is problematic in higher education because knowledge and knowing are two separate parts of educational fields, and while they need to be brought together to provide a whole account of these fields, they also need to be analysed and understood separately to avoid blurring necessary boundaries and to avoid confusing knowledge itself with how it can be known. Being able to see and analyse knowledge as an object with its own properties and powers is crucial for both epistemological access and social inclusion and justice, because knowledge and knowledge practices are at the heart of academic disciplines in universities. Social realism offers an alternative to the dilemma brought about by constructivism’s tendency towards knowledge-blindness. Social realism argues that it is possible to see and analyse both actors within social fields of practice as well as knowledge as something that is produced by these actors but also about more than just these actors and their practices; thus knowledge can be understood as emergent from these practices and fields but not reducible to them (Maton & Moore 2010). Social realism, drawing from Roy Bhaskar’s critical realist philosophy (1975, 2008), is intent on looking at the real structures and mechanisms that lie beneath appearances and practices in order to understand the ways in which these practices are shaped, and change over time. Legitimation Code Theory is a realist conceptual framework that has, as its central aim, the uncovering and analysis of organising principles that shape and change intellectual and education fields of production and reproduction of knowledge. In other words, the conceptual tools Legitimation Code Theory offers can enable an analysis of both knowledge and knowers within relational social fields of practice by enabling the analysis of the ways in which these fields, such as academic disciplines, are organised and how knowledge and knowing are understood in educational practice. This study draws on social realism more broadly and Legitimation Code Theory specifically to develop a relatively novel conceptual and explanatory framework within which to analyse and answer its central question regarding how to enable cumulative knowledge building through pedagogic practice. Using qualitative data from two academic disciplines, Law and Political Science, which was analysed using a set of conceptual and analytical tools drawn from Legitimation Code Theory, this study shows that the more nuanced and layered accounts of pedagogy that have been generated are able to provide valuable insights into what lecturers are doing as they teach in terms of helping students to acquire, use and produce disciplinary and ‘powerful’ knowledge (Young 2008b). Further, the study demonstrates that the organising principles underlying academic disciplines have a profound effect on how the role of the knower and the place or purpose of knowledge is understood in pedagogy and this affects how the pedagogy is designed and enacted. This study has argued that if we can research pedagogy rigorously using tools that allow us to see the real mechanisms and principles influencing and shaping it, and if we can reclaim the role of disciplinary knowledge as a central part of the pedagogic relationship between lecturer and students, then we can begin to see how teaching both enables and constrains cumulative learning. Further, we can change pedagogy to better enable cumulative learning and greater epistemological access to disciplinary knowledge and related practices for greater numbers of students. The study concludes by suggesting that the conceptual tools offered by Legitimation Code Theory can provide academic lecturers with a set of tools that can begin to enable them to 'see' and understand their own teaching more clearly, as well as the possible gaps between what they are teaching and what their students are learning. This study argues that a social realist approach to the study of pedagogy such as the one used here can begin not only to enable changes in pedagogy aimed at filling these gaps but also begin to provide a more rigorous theoretical and practical approach to analysing, understanding and enacting pedagogic practice. This, in turn, can lead to more socially just and inclusive student learning and epistemic and social access to the powerful knowledge and ways of knowing in their disciplines.