Made available in DSpace on 2016-08-03T16:15:45Z (GMT). No. of bitstreams: 1 PatriciaMoraes.pdf: 820474 bytes, checksum: 39766cdabd1cf3387d87b456a5cc4ea2 (MD5) Previous issue date: 2012-10-10 / The objective of this study is to investigate the social representations of law professors about the teaching profession. We tried to understand what the teacher knowledge that the law professor deems necessary for its operation, since the legislation does not require the operator of the common law a specific course to enable him to teach in higher education. For this reason, generally, the law professor is faced with numerous difficulties in the early stage and notes that, in practice, be a good professional law is not enough to teach, because it requires a didactic and pedagogical method by which students understand it. The research had as subjects of law professors who are teaching in at least two years ago in São Paulo and the Greater ABC. The authors who made possible the theoretical framework were: Serge Moscovici (1978), Denise Jodelet (2005), questions were presented, three open and closed twelve. From the descriptions of the responses given by subjects in the questionnaire, it was possible to analyze the data collected through the content analysis (Laurence Bardin, 1977). The survey allowed the analysis of perception and conception of the subjects Marilia Claret Geraes Duran (2006), among other significant studies. The study was conducted using qualitative and quantitative research data. For data collection, a questionnaire was used in its initial part, had three words inducing. Then, fifteen regarding the legal education and their own training. Demonstrated further that the law professor needs to take ownership of specific knowledge teachers to teach, beyond the idea that you just technical knowledge, since that teaching, like other professions, has important peculiarities. / O objetivo desse estudo foi investigar representações sociais de professores de Direito acerca do exercício da docência. Buscou-se compreender quais são os saberes docentes que o professor de Direito julga necessários à sua atuação, já que a legislação vigente não exige que o operador do Direito frequente um curso específico que o capacite para a docência no ensino superior. Em razão disso, geralmente, o professor de Direito se depara com inúmeras dificuldades no início de carreira e constata que, na prática, ser um bom profissional do Direito não lhe basta para a docência, pois necessita de didática e de um método pedagógico pelos quais seus alunos o compreendam. A pesquisa teve como sujeitos professores de Direito que se encontram na docência, no mínimo, há dois anos, no município de São Paulo e região do Grande ABC paulista. Os autores que possibilitaram a fundamentação teórica foram: Serge Moscovici (1978), Denise Jodelet (2005), Marília Claret Geraes Duran (2006), dentre outros estudos significativos. O estudo foi realizado mediante pesquisa quantitativa e qualitativa de dados. Para levantamento dos dados, foi utilizado um questionário que, na sua parte inicial, contava com três palavras indutoras. Em seguida, foram apresentadas quinze questões, sendo três abertas e doze fechadas. A partir das descrições das respostas dadas pelos sujeitos no questionário, foi possível realizar a análise dos dados coletados, por meio da análise de conteúdo (Laurence Bardin, 1977). A pesquisa realizada possibilitou a análise da percepção e a concepção dos sujeitos da pesquisa quanto ao ensino jurídico e à sua própria formação. Demonstrou, ainda, que o professor de Direito deve apropriar-se de saberes docentes específicos para lecionar, ultrapassando a ideia de que lhe basta o conhecimento técnico, já que a docência, assim como as demais profissões, tem especificidades importantes.

This dissertation reflects critically on the calls for the decolonisation of South Africa’s higher education sector by studying the historical development of legal pedagogy in South African law faculties. It focuses in particular on the intellectual property law curriculum broadly, and more specifically on the copyright law module. Africa’s colonisation by Western powers ravaged it in various ways. This is starkly illustrated in the areas of knowledge production and research. Against this background the dissertation teases out the prevailing extent, depth, and reach of colonialism in the copyright law curriculum with the aim of identifying possible ways to give practical effect to the calls for the curriculum to be decolonised. To achieve this, the dissertation examines leading South African intellectual property law textbooks through an African lens in an express attempt to assert the pluriversal, epistemicological traditions of the global South. In each chapter and with each theme the dissertation proposes how an envisaged decolonised copyright curriculum could look. The dissertation grapples with the various theories underpinning the decolonial discourse, laying groundwork for an academically sound basis on which to decolonise the copyright law curriculum. It provides an African critique of the Eurocentric intellectual property law ‘justifications debate’ and posits communal modes of property ownership in Africa to counter Western individualistic notions of property ownership which lend credence to the current justification debate. The dissertation analyses the nature of copyright in a work using the philosophy of Ubuntu as an alternative in teaching this theme within the curriculum. A decolonial analysis of the requirements for copyright is offered, and it is argued that the current sta-ndards and threshold used for the subsistence of copyright is colonial and furthers the onslaught on the Black Body, both in its practical application and in how it is taught. The dissertation concludes by studying copyright exceptions, critically urging the academy to apply a differentiated model of exceptions to different jurisdictions in light of their colonial history (and present). / Lomtlolo utjheja ihlangothi lokufuna bona kutjhugululwe iimfundo zemkhakheni wezefundo ephakamileko yangeSewula Afrika ngokufunda ngetuthuko yokufunda kanye nokufundisa ngemNyangweni wabajameli. Utjheja khulu umthetho wepahla wezefundo khudlwana kanye nomthetho welungelo lokukhuphela. Ukuthunjwa kweAfrika ngabamhlophe kone ngeendlela ezinengi. Lokhu kutjengiswa kumbi mikhakha ekhiqiza ilwazi kanye nerhubhululako. Ngalesi isendlalelo lomtlolo utjheja ngokudephileko ukobana ukuthunjwa kweAfrika ngabamhlophe kulethe muphi umuthelela ngehlangothini lomthetho welungelo lokukhuphela lezefundo ngomqopho wokufumana iindlela nofana iinzathu zokobana kutjhugululwe ifundo yangeemfundweni eziphakamileko. Ukuphumelelisa lokhu, lomtlolo uhlahluba iincwadi zobuhlakaniphi bomthetho wepahla ngokutjheja indlela yokwenza izinto ngeSewula. Isahluko esinye nesinye kanye nommongo omunye nomunye utjheja bona ifundo etjhugululweko ingaba njani. Lomtlolo utjheja amathiyori atlolweko kanye nekukhulunywa ngawo lawo akhe umkhanyo wokutjhugulula zefundo. Utjheja isiphoqo seAfrika ngobuhlakaniphi babamhlophe ngomthetho wepahla ‘ikulumopikiswano yesizathu sokwenza okuthileko’ begodu ibeka ngaphambili indlela yokwabelana ipahlo eAfrika ukulwisana nendlela yabamhlophe yokungabelani ipahlo ekubange ikulumopikiswano yesizathu sokwenza okuthileko. Lomtlolo uhlaziya isisusa sokukhuphela ngokutjheja ikolelo yegama elithi ‘Ubuntu’ njengegama elisetjenziswa lokha nakufundiswa lommongo eemfundweni. Indlela etjhugululweko yokuhlaziya iimfuneko sokukhuphela yindlela yabamhlophe begodu igandelela indlu enzima, ngendlela yokwenza kanye nangendlela efundiswa ngayo. Lomtlolo uphetha ngokufunda isiphambuki sokukhuphela, ngokubawa isikolo ukobana sisebenzise indlela ehlukileko kunaleyo ebegade isetjenziswa ngabamhlophe ekadeni kanye nesikhathini sanje. / Private Law / LL.M. (Intellectual Property Law)