Darbo tema: Teisinio švietimo prielaidos šiuolaikinėje žiniasklaidoje. Teisinis švietimas aktuali šių diena problema. Kuriami įvairūs projektai, kurie leistų kelti visuomenės teisinių žinių lygį. Ypač didelis dėmesys skiriamas teisiniam švietimui mokymosi įstaigose. Tačiau iškyla klausimas, kaip teisinio švietimo informaciją perduoti asmenims, kurie jau yra tokio amžiaus, kai jų gyvenime ugdymo institucijoms vietos nebėra. Jie dirbantys, auginantys šeimas ir nelinkę domėtis švietimu. Viena iš tokių teisinio švietimo informacijos perteikimo priemonių yra šiuolaikinė žiniasklaida. Darbo tikslas – išsiaiškinti teisinio švietimo galimybes panaudojant šiuolaikinės žiniasklaidos formą – socialinę reklamą, įvertinant pritaikymo aspektą. Šiam tikslui pasiekti išsikelti uždaviniai: aptarti teisinio švietimo sampratą; atskleisti šiuolaikinės žiniasklaidos socialinį funkcionalumą; sukurti tyrimo metodiką, padėsiančią nustatyti teisinio švietimo galimybes per socialines reklamas; išsiaiškinti teisinio švietimo informacijos teikiamos socialinėse reklamos pritaikymą praktikoje. Teorinėje dalyje analizuojamos teisės ir švietimo sąvokos. Aiškinant, kad teisė, tai visiems visuomenėms nariams taikomos elgesio taisyklės, o švietimas – procesas, kurio pagalba visuomenė lavina savo gebėjimus ir gilina žinias. Teisė ir švietimas susieti, remiantis tuo, kad abu būtini visuomenei tinkamai funkcionuot, sujungus šiuos du procesus, visuomenei suteikiam žinių, kurias jie gali pritaikyti praktiniame... [toliau žr. visą tekstą] / Thesis: The assumption of legal education in modern media. Legal education is an actual problem nowadays. Various projects which could enlarge the legal knowledge of the society are established and especially at schools. But it is still a question, in which way it is possible to represent this kind of information to that part of society, which is older and is out of the process of education. This element is often working people, taking care of their families and not tends to be interested in education. One of ways to introduce this group with newest information is media. The purpose of this paper is to ascertain possibilities of legal education through one of modern media types – social advertising. To achieve this objective, following tasks are dispensed: discussing the conception of legal education; revealing the social functionality of modern media; creating methodology of research, which helps to identify possibilities of legal education through social advertising; finding out the practical appliance of the information of legal education obtained from social advertisements. In the abstract part concepts of law and education are being analysed. Explanation given, that law is the set of rules of behaviour, common to all the members of society, and education is a process, in which society develops its abilities and exacerbates knowledge. Law and education are related, with reference to the fact, that both are essential for the proper functioning of society. While... [to full text]

O estudo objetivou identificar o afastamento entre a teoria e a prática no ensino do Direito, analisando problemas decorrentes para a aprendizagem do aluno num estudo de caso, considerando propostas curriculares de quarenta cursos de Direito. Observando a crise ontológica do próprio Direito e a necessidade da visão crítica para um pluralismo de seus paradigmas, procurou-se analisar as dificuldades enfrentadas pelo ensino do Direito desde a sua origem até a atualidade, sob um olhar direcionado às ações docentes, considerando os seus reflexos nas ações discentes. Reconhecendo a inexistência de uma formação pedagógica bem definida e sistematicamente realizada para o professor do ensino superior de modo geral, acrescentou-se, no caso do Direito, as relações entre a docência e as especificidades do meio jurídico. Sobre o afastamento entre a teoria e prática, o estudo mostrou, inicialmente, a estrutura organizacional do Curso de Direito a partir das Diretrizes Curriculares Nacionais fixadas para a área, com a concepção de eixos de formação fundamental, profissional e prática. Comparando-se matrizes curriculares de quarenta Cursos de Direito, afirmou-se um padrão de distribuição das disciplinas que concebem este afastamento teórico-prático em razão do estágio praticado nos últimos anos do Curso, e as dificuldades para a aplicação interdisciplinar pela visão compartimentada vivenciada para o ensino do Direito. Propondo-se explorar os discursos existentes a partir de manifestações discentes e docentes de cursos de Direito de uma universidade particular, a atenção focou vivências durante estágio de Direito Processual Civil e as suas relações com as disciplinas teóricas de Direito Processual Civil lecionadas no segundo e terceiros anos. Identificou-se o predomínio da exposição oral transitando por tais momentos, a menor utilização de procedimentos de ensino diversificados, bem como a prevalência da não valorização de atividades práticas durante a realização das aulas teóricas. Considerando a aprendizagem, procurou-se demonstrar a contribuição da Teoria da Aprendizagem Significativa em Ausubel, para enriquecer a relação teórica e prática mesmo no contexto das aulas denominadas teóricas. À guisa de propostas para a diversificação de ações junto ao Curso de Direito, salientou-se a importância do papel docente na aprendizagem. A aula expositiva também foi revisitada, para reconhecê-la como procedimento possível de aprimoramento, na medida em que se promovam ações práticas para acompanhamento dos conteúdos teóricos. Por fim, apresentou-se a metodologia da Aprendizagem Baseada em Problemas (ABP) como alternativa de reflexão para a transformação do ensino do Direito, estruturada numa formatação caracterizada pela concentração na ação discente e sua aprendizagem. / The purpose of this study is to identify the deviation between theoretical and practical Legal teaching and analyze the resulting issues towards the students in a study case, considering curriculum matrices of forty Law courses. By observing the ontological crisis of Law itself and the need for a critical view of the pluralism of its paradigms, difficulties faced in legal education since its beginning are analyzed in light of the teaching actions considering their repercussions on the students actions. Recognizing the lack of a well-defined and systematically conducted formation of the higher education professor in general, the relations, in Law, among teaching and the specificities of the legal means were added. On the deviation between theory and practice, this study shows, initially, the organization structure of Legal education under the National Curriculum Guidelines with framings for the axes of fundamental, professional and practical formation. The standard distribution of the subjects conceiving such theoretical-practical deviation as a result of the internship at the latter years of the course and the difficulties for the interdisciplinary application of the compartmentalized view experienced in Legal education were found by comparing the curriculum matrices of forty Law courses. In order to explore the existing speeches from the manifestations both students and professors in the Law courses of a private university, experiences throughout the internship of Civil Procedure and its relations with the theoretical subjects of Civil Procedure taught at year two and three were focused. Prevalence of oral exposition, lower use of diversified teaching procedures, and prevalence of non-appreciation of the practical activities conducted during theoretical classes were identified. Regarding learning, the contribution of the Meaningful Learning Theory in Ausubel was demonstrated to enrich the theoreticalpractical relation, even in a context of predominantly theoretical classes. By way of proposals regarding the diversification of the actions alongside the Law course, the importance of the professors role in learning was highlighted. Lectures were also revisited to recognize them as a possible improvement procedure as it promotes practical actions to follow theoretical contents. To finish, the Problem Based Learning (PBL) methodology was presented as an alternative thinking for the transformation of Legal education, structured and characterized with focus on student action and its learning.

Traditional legal education is sorely imbalanced. A law student receives rigorous training in legal doctrine and analytical skills—he learns to "think like a lawyer"—but is left with little training in practical skills or his ethical role in society. Moreover, law schools rely almost exclusively on the ineffectual pedagogy of the case-dialogue, or "Socratic," method. Several factors explain this entrenched imbalance, most notably the academy's top-down power structure and its budget constraints. Increasingly, however, the marketplace is demanding practice-ready lawyers who have strong training not only in doctrine but in practical skills and ethics. Law schools, responding to this market pressure, are beginning to implement pedagogies that foster this balanced legal training. Toward this end, I advocate implementing into law school curricula three specific, workable pedagogies: using group learning models, using writing as a learning tool, and using assessment as a formative and ongoing component of the learning process.

Made available in DSpace on 2016-07-27T13:53:54Z (GMT). No. of bitstreams: 1 NURIA MICHELINE MENESES CABRAL.pdf: 703000 bytes, checksum: 12dbec1f025455d3eff3b1a08d6d378f (MD5) Previous issue date: 2007-10-23 / This research, entitled Legal Education in Brazil in Neoliberal Times: is it a good bye to the formation of university diplomas? has a dialectic methodological delineation of qualitative matrix, based on the theoretical point of view and the thoughts of Lyra Filho (1980a-1995), Bourdieu (1982), Gentilli (1995-2003), Macedo de Oliveira (2004), Fagúndez (2004; 2006), Alegretti de Oliveira (2003), Sant Anna (2004) among others. For the definition of the problematic of this inquiry, we appealed to the explicative fecundity of the conceptual categories of cultural and social reproduction, of the neoliberalism and the education, legal education and the dialectic of the Law. So, it is important to stand out that, in accordance with the data of the Census of Superior Education (INEP) of 2005, the course of Law is a the bigger course in the general picture of the actual graduations in Brazil. This expresses a considerable reality of its expansion in the two last decades. Paradoxically, it seems that this so coveted legal career already is not more for the classic lawyer. The formative processes of this have become a long preparatory generality for competitions at the current neoliberal moment, stimulated for the deregulation of the professions. Ahead of this, one expects with this study to contribute for the rescue and the problematic of the relations that involve the society, culture and legal university formation, fed for a market of volatile work and disfigurement of the superior courses of graduation. The theoretical perspective stimulated by the reflections of Bourdieu and Lyra Filho enunciates the possibility of construction of a critical-independent legal education, what it assumes to break the paradigms of dogmatic imposition and the construction of another one that understands the Law weaved in the complex sociopolitical-cultural mediations. / Esta pesquisa intitulada O Ensino Jurídico no Brasil em Tempos Neoliberais: adeus à formação de bacharéis? tem um delineamento metodológico dialético de cunho qualitativo, assentado no ponto de vista teórico e nas reflexões de Lyra Filho (1980a-1995), Bourdieu (1982), Gentilli (1995-2003), Macedo de Oliveira (2004), Fagúndez (2004; 2006), Alegretti de Oliveira (2003), Sant Anna (2004) entre outros. Para a definição da problemática desta investigação, recorreu-se à fecundidade explicativa das categorias conceituais de reprodução cultural e social, do neoliberalismo e da educação, do ensino jurídico e da dialética do Direito. Assim, torna-se importante ressaltar que, de acordo com os dados do Censo da Educação Superior (INEP) de 2005, o curso de Direito é o segundo maior curso no quadro geral das graduações presenciais no Brasil. Isso expressa uma realidade considerável de sua expansão nas duas últimas décadas. Paradoxalmente, parece que esta tão cobiçada carreira jurídica já não é mais para o clássico bacharel . Os processos formativos desta têm se tornado um mero e longo preparatório geral para concursos no atual momento neoliberal, estimulado pela desregulamentação das profissões. Diante disso, espera-se com este estudo contribuir para o resgate e a problematização das relações que envolvem a sociedade, cultura e formação universitária jurídica, alimentadas por um mercado de trabalho volátil e de desfiguração dos cursos superiores de graduação. A perspectiva teórica estimulada pelas reflexões de Bourdieu e Lyra Filho enuncia a possibilidade de construção de um ensino jurídico crítico-emancipador, o que supõe romper os paradigmas de imposição dogmática e a construção de um outro que compreenda o Direito tecido nas complexas mediações sociopolítico-culturais.

O tema desta dissertação trata do envolvimento da academia de Direito de São Paulo do século XIX na formação da cultura jurídica brasileira, em especial, na área do Direito Administrativo. Esta discussão parte da análise do perfil histórico do bacharel desenvolvido pela literatura tradicional e de como haveria meios, nesse ambiente de ensino, para apreender um raciocínio jurídico definido. Assim, estudam-se documentos históricos atinentes ao cotidiano de ensino que permitem auxiliar na compreensão do complexo processo de desenvolvimento da metodologia da faculdade de São Paulo e, também, da estruturação da cadeira de Direito Administrativo, de forma a configurar esta hipótese de formação de pensamento jurídico. Por fim, para tratar de um caso concreto que ilustre esta dinâmica do ensino e a cultura jurídica administrativa, realizase a análise geral e também específica de algumas dissertações de Direito Administrativo elaboradas pelos estudantes da faculdade de São Paulo, particularmente, entre os anos de 1857 e 1870. Dessa forma, será possível determinar a hipótese de construção de um pensamento jurídico definido, dogmático, ativo, coerente com o contexto da formação das ideias do Brasil imperial. / The subject of the present dissertation embraces the role of the law academy of São Paulo at the nineteenth century on the composing of the Brazilian legal culture, especially at the administrative law. This discussion starts from the analysis of the students profile already developed by the traditional literature and of how there would be means at his educational environment to learn a define juridical argument. Therefore, there is the study of historian documents of the law school routine which allows understanding the complex process of the methodology development at the academia of São Paulo and also the organization of the chair of administrative law so the hypothesis of the generation of a judicial thinking could be configure. At long last, to conceive the exam of a case that illustrate this dynamic of the education and the administrative judicial culture, its performed the general and specific analysis of exams of administrative law by the students of the academy of São Paulo, particularly at the years of 1857 and 1870. Thereby, it will be possible to define the hypothesis of the construction of a judicial reasoning which is definite, dogmatic, active and consistent with the Brazilian contest of the develop of the ideas at that century.

Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-05-04T14:14:41Z No. of bitstreams: 1 Luana.pdf: 790072 bytes, checksum: 89f31882a621cd8baf6f22d8881eb70b (MD5) / Made available in DSpace on 2017-05-04T14:14:41Z (GMT). No. of bitstreams: 1 Luana.pdf: 790072 bytes, checksum: 89f31882a621cd8baf6f22d8881eb70b (MD5) Previous issue date: 2016-08-08 / This work aims to analyze the efficiency of Training School of the universities in São Luis-MA, as an instrument of legal and social background of the future legal professionals, between the years 2014 and 2015, as well as their limits of possibilities , since the concluding college students need to have an understanding of the different interfaces of the Law on highly complex issues and acquire training to allow technical development of the activities of legal practice, and develop necessary skills and competencies for the thoughtful, critical and creative performance to lead lawsuits, especially those involving family law, with the goal of not judicialize conflicts that they can be resolved through mediation, encouraging the conciliation of family conflicts. / O presente trabalho objetiva analisar a eficiência dos Escritórios-Escola das universidades da cidade de São Luis-MA, como um instrumento de formação jurídica e social dos futuros profissionais do direito, entre os anos de 2014 e 2015, bem como, seus limites de possibilidades, vez que os discentes concludentes precisam ter a compreensão das diferentes interfaces do Direito em questões de alta complexidade e adquiram formação que permita o desenvolvimento técnico das atividades da praxe jurídica, bem como desenvolvam habilidades e competências necessárias à atuação reflexiva, crítica e criativa na condução de demandas, em especial os que envolvem o direito de família, com o objetivo de não judicializarem conflitos que podem ser resolvidos através da mediação, incentivando a pacificação dos conflitos familiares.

During the information sessions that the Scripps Mock Trial Team hosts at the beginning of the school year for those interested in mock trial, it's customary for all the returning team members to talk about why we decided to join mock trial in college. We had no team at my high school, but at the end of my senior year, my AP American Government teacher decided that having a mock trial in class would give us valuable insight into the American legal system. I was chosen to give the closing statement for the defense, and I found my calling. My competitive spirit had found an outlet where it was not hampered by the unathletic body that housed it: competitive arguing. I have not been able to find any scholarly text that examines the ways in which mock trial teams themselves adhere to gender-normative patterns. I believe that this thesiswill be invaluable to an understanding of how gender roles are performed in the legal profession

Šiame darbe atskleidžiama vaiko socializacijos teisė ir teisinio auklėjimo Lietuvoje būklė. Vaiko socializacijos teisė ir teisinio auklėjimo problemos ir aktualumas aptariamas tik keleto autorių darbuose: A. Maceina (1991), L. Jovaiša ( 1995, 2003), V. Šlapkauskas (2004), J. Galinaitytė (2001), A. Pekauskas, G. Grigaliūnaitė (2008), o tyrimų, atskleidžiančių teisinio auklėjimo būklę, Lietuvoje atlikta labai mažai. Problema aktuali tuo, kad visi teisės aktai kalba apie vaikų teises, ir labai mažai yra užsimenama apie vaikų pareigas, nors teisinio auklėjimo pagrindas yra subjektinių teisių ir teisinių pareigų ryšys. Vaikai nėra internalizavę dorovinių idėjų, moralės principų, o teisės normos nėra tapusios vidinėmis jų elgesio taisyklėmis.Teisinio švietimo projektai Lietuvoje dar tik žengia pirmuosius žingsnius. Lietuvoje nėra sukurta teisinio auklėjimo sistema, o ji reikalinga norint, kad teisinis ugdymas taptų dėsningu procesu. Darbą sudaro keturios pagrindinės dalys. Atskleidžiama socializacijos teise ir teisinio auklėjimo samprata. Analizuojami teisės aktai, reglamentuojantys socializacijos teise ir teisinio auklėjimo turinio ir proceso teisinį reglamentavimą. Atskleidžiama, jog teisinio auklėjimo pagrindas yra subjektinių teisių ir teisinių pareigų ryšys. Pristatomas empirinis kiekybinis tyrimas, kuriuo siekiama atskleisti, kiek vaikai žino ir kaip supranta savo teises ir pareigas. Kiek dėmesio tėvai ir mokytojai skiria vaikų teisiniam auklėjimui, kokie tėvų... [toliau žr. visą tekstą] / This paper demonstrates the situation of the law of child’s socialization, and legal education in Lithuania. The relevance of the problem of the law of child’s socialization and legal education are addressed in the work of several authors: A. Maceina (1991), L. Jovaiša ( 1995, 2003), V. Šlapkauskas (2004), J. Galinaitytė (2001), A. Pekauskas, G. Grigaliūnaitė (2008), and the number of studies that reveal the state of legal education in Lithuania is very low. The problem is very relevant because all legislation only discusses the rights of children and little is suggested about the duties of children, while the legal education is based on the mutual relation of subjective rights and legal obligations. Children are not internalising moral ideas and moral principles, and the rules of law do not become their internal behaviour rules. Legal education projects in Lithuania are yet in initial stage. Lithuania has not yet developed a legal education system, which is necessary for the legal education to become a logical process. The work consists of four main parts. It describes the concept of the law of socialization and legal education. It analyzes the legislation relating the law of socialization and legal regulation of the education content and process. It demonstrates that the basis of legal education is the relation between subjective rights and legal obligations. The work presents a quantitative empirical study which purpose is to reveal how much... [to full text]

Visos žmonių visuomenės negali normaliai ir efektyviai gyvuoti, vystytis, tobulėti, jei jose nepaisomos galiojančios elgesio normos ir taisyklės. Vien todėl, kad gyvename valstybės forma organizuotoje ir teisės normų reguliuojamoje valstybėje, būtina užtikrinti sistemingą ir nuoseklų, kokybišką, visą visuomenę apimantį teisinį švietimą, kurio metu suteikiamos teisinės žinios, ugdomi gebėjimai ir vertybinės nuostatos, plėtojama teisinė sąmonė, sistemingai teikiama teisinė informacija ir konsultacijos. / All human societies cannot normally and efficiently exist, develop and improve, if in those societies are ignored the existing standards of conduct and rules. Just because we live in state form organized and by the rules of law regulated state, it is necessary to ensure a systematic and consistent, high quality, all society including legal education, which would provide the legal knowledge, develop skills and values, legal consciousness and systematically provide legal information and consultation.

Magistro darbe analizuojama vaiko teisių apsaugos specialistų teisinių kompetencijų raiška. Darbe aptariami vaiko teisių apsaugos specialistams keliami reikalavimai ir šių specialistų funkcijos, kompetencijos, reikalingos darbui vaiko teisių apsaugos skyriuje (VTAT), analizuojama teisinių kompetencijų raiška vaiko teisių apsaugos specialistų darbe. Temos aktualumui ir naujumui pagrįsti atliktas tyrimas, apklausta 30 įvairių miestų ir rajonų savivaldybių VTAT dirbančių vyresniųjų specialistų ir 30 vedėjų bei 3 ekspertai. Tyrimo rezultatai parodė, kad VTAT dirba vos 8 proc. teisininko kvalifikaciją turinčių specialistų. Darbuotojams trūksta teisinių kompetencijų ir gebėjimų tiek įgyvendinant vaiko teisių apsaugą, organizuojant prevencinę veiklą vaiko teisių apsaugos klausimais, tiek ir koordinuojant suinteresuotų asmenų bei institucijų veiklą, atstovaujant vaiką teismuose. Ekspertų požiūriu, situacija pagerėtų, jei tarnybose dirbtų specialistų, turinčių teisinį išsilavinimą. / In the master‘s work one analyzes the expression of legal competences of children rights protection specialists. In the work one discusses the tasks that are raised for children rights protection specialists and functions, competences of these specialists that are necessary for work in children rights protection department (VTAT), analyses the expression of legal competence in the work of children rights protections specialists. To reason the relevance and novelty of the topic a research was carried out, VTAT senior specialists, 30 leaders and 3 experts of 30 different municipalities of towns and regions were questioned. Results of the researched showed that just 8% of specialists working in VTAT have legal qualifications. Employees lack legal competences and abilities implementing the safety of children rights, organizing preventive work based on children rights protection questions, coordinating the activities of interested persons and institutions and representing children in courts. According to experts, the situation would improve if specialists with legal education would work in these institutions.