Teisinis švietimas bei pilietiškumas neatsiejamos sąvokos, jos, persipynusios drauge, yra asmenybės socialinio ugdymo dalis. Siekiant ištirti teisinio švietimo įtaką pilietiškumo ugdymui buvo organizuotas šis tyrimas. Tyrimo tikslas – ištirti teisinio švietimo poreikį ugdant mokinių pilietiškumą. Šiam tikslui pasiekti išsikelti uždaviniai, apimantys teorinę mokslinės literatūros bei švietimą reglamentuojančių dokumentų analizę, teisinio švietimo bei pilietiškumo sampratų aspektais bei raiška ugdyme, ir praktinį teisinio švietimo įtaką formuojant mokinių pilietiškumą tyrimą. Teorinėje dalyje analizuojama pilietiškumo bei teisinio švietimo samprata ir raiškos aspektai, pilietiškumo ugdymą ir teisinį švietimą apibūdinančios sąvokos ir reglamentuojantys dokumentai. Taip pat aptarti pilietiškumo ugdymo, teisinio švietimo tikslai ir uždaviniai, įgyvendinimo formos. Atliekant tyrimą vadovautasi kokybinės turinio analizės strategija. Tiriant pedagogų nuomonę apie teisinio švietimo poreikį ugdant mokinių pilietiškumą, informacija buvo renkama inicijuojant individualų standartizuotą atvirą interviu. Atlikti septyni interviu su mokyklų pedagogais bei administracijų darbuotojais, kurie ugdymo procese susiduria su teisinio švietimo problemomis, teisinio švietimo ugdymu ar integravimu į mokymo turinį. Tiriant mokinių nuomonę duomenys buvo renkami dokumentų rinkimo metodu, t.y. buvo inicijuotas tekstų kūrimas – samprotavimo tipo rašinys. Vienos mokyklos 22 vyresniųjų klasių moksleiviams... [toliau žr. visą tekstą] / Legal education and public spirit are inseparable concepts, they both, intertwined together, are parts of social education of an individual. This study was designed in order to investigate the influence of legal education on development of public spirit. The objective of the study is to survey the need of legal education in developing pupils' public spirit. Certain tasks, covering the analysis of theoretical literature and documents governing education, aspects of concepts of legal education and public spirit and their expression in educational process, and practical research of the influence of legal education on shaping pupils' public spirit, were set. The theoretical part analyzes the concepts of legal and civic education and aspects of their manifestation, notions defining legal and civic education and governing documents. What is more, the objectives and tasks, as well as the means of implementation of civic and legal education are discussed. The study followed a qualitative content analysis strategy. During the examination of the teachers' opinions on the need of legal education in developing pupils' public spirit, information was accumulated by initiating an open individual standardized interview. Seven interviews with teachers and representatives of schools’ administration, who are faced with the problems of legal education in educational process, developing legal education and its integration into curriculum, were taken. During the accumulation of the opinions of... [to full text]

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dr. Vicki J. Rosser, Dissertation Supervisor. Vita. Includes bibliographical references.

This article discusses how legal education extends the symbolic violence intrinsic to the law and legal discourse. The article, while keeping in mind power relations inherent to legal education, discusses how disciplinary approaches reinforce the symbolic violence conveyed through legal education. The article presents «Interdisciplinarity» in contrast to a structuring and compartmentalized view of the law, and explains how interdisciplinarity can attenuate symbolic violence in legal education. Having this in mind, the author proposes an «ethics of violence» in legal education that suggests professors should moderate the levels of symbolic violence channeled during the educational process and participate in the unveiling of symbolic violence-generating structures. The article concludes with views on the limits of such an ethical proposition, particularly when considering how an ethics of violence could end up legitimizing the issues it initially sought to oppose. / El artículo explora cómo la violencia simbólica del derecho y del discurso jurídico se puede trasladar a la educación legal. Con tal objeto, y tomando en cuenta las relaciones de poder inherentes a la enseñanza del derecho, se analiza en qué medida el pensamiento disciplinario puede reforzar la violencia simbólica transmitida en la enseñanza del derecho. Frente al pensamiento disciplinario, se estudia cómo la interdisciplinariedad se presenta como una contracorriente a una perspectiva estructurante y aislacionista, propiciada por una visión formalista del derecho y de las disciplinas en general. Se expone cómo la interdisciplinariedad permitiría atenuar la violencia simbólica de la enseñanza del derecho. Ante esas observaciones se esboza una pistas de solución desde una ética de la violenciaen la educación legal que consiste principalmente en la moderación de la aplicación de la violencia del derecho y en el desvelamiento de las estructuras generadoras de violencia simbólica. Se concluye observando los límites de esta ética, pues podría resultar un instrumento de legitimación de la misma violencia simbólica.

CÂMARA, Thaíssa Louyse Bezerra da. Direito e reprodução da sociedade de classes: um estudo crítico sobre o ensino jurídico no Brasil. 2017. 113f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-10-26T17:31:36Z No. of bitstreams: 1 2017_dis_ tlbcamara.pdf: 919023 bytes, checksum: 1797f2962564d6f4628a0d074e245317 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-10-27T19:05:51Z (GMT) No. of bitstreams: 1 2017_dis_ tlbcamara.pdf: 919023 bytes, checksum: 1797f2962564d6f4628a0d074e245317 (MD5) / Made available in DSpace on 2017-10-27T19:05:51Z (GMT). No. of bitstreams: 1 2017_dis_ tlbcamara.pdf: 919023 bytes, checksum: 1797f2962564d6f4628a0d074e245317 (MD5) Previous issue date: 2017 / A pesquisa ora apresentada pressupõe o Direito como instrumento de regulação social vinculado, essencialmente, à necessidade constante de reprodução da sociedade de classes. Com base nesse pressuposto, objetiva-se examinar o ensino jurídico no Brasil e suas bases histórico-epistemológicas, buscando, ainda, compreender como tal ensino promove, em última instância, a formação e a conformação à sociabilidade capitalista que, a seu turno, sustenta o limite da liberdade político-jurídica, própria da sociedade burguesa. Procura-se: a) compreender a função do Direito, em geral, e do ensino jurídico, especificamente, na reprodução da sociedade de classes; b) identificar os fundamentos do ensino jurídico no Brasil; c) apontar os vínculos entre o ensino jurídico e a reprodução da sociedade de classes hodierna. Os autores fundamentais selecionados para o presente estudo são: Karl Marx (1999; 2004; 2007; 2013), Friedrich Engels (1999; 2007), Georg Lukács (2010; 2012; 2013), Pachukanis (1988); além de obra específica sobre métodos de ensino jurídico: Guirardi (2009). Utilizou-se legislação pertinente ao ensino superior e ao ensino jurídico, como a Constituição Federal, as Leis 9.131/1995 e 9.394/1996, assim como pareceres e resolução da Câmara de Educação Superior do Conselho Nacional de Educação. Conclui-se que o Direito e o ensino jurídico brasileiro apresentam-se como campos de formação à sociabilidade do capital, originando-se e se perpetuando somente na e para a sociedade de classes, o que, em instância última, impossibilita a emancipação humana (liberdade plena), dados os contornos reprodutivos do sistema do capital.

Submitted by Clebson Anjos (clebson.leandro54@gmail.com) on 2016-02-03T21:03:33Z No. of bitstreams: 1 arquivototal.pdf: 1498002 bytes, checksum: 6d9b3a8ec09479e3b9634bab9013455f (MD5) / Made available in DSpace on 2016-02-03T21:03:33Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1498002 bytes, checksum: 6d9b3a8ec09479e3b9634bab9013455f (MD5) Previous issue date: 2015-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research examines the concept of legal education with the settlers from the experiences of undergraduate programs in right- Class Special to the beneficiaries of the agrarian reform offered by the Federal University of Goiás (UFG) and the State University of Feira de Santana (UEFS). A legal education is in the context of the statement of higher education as a human right and the questioning of educational public policies on land reform context. Given this educational model as affirmative action, there is a partnership between universities, social movements and the National Institute of Colonization and Agrarian Reform (Incra), according to the guidelines of Decree No. 7352 of 2010, which established the Program National Education in Agrarian Reform (Pronera). The research discusses the concept of education as communication, autonomy and awareness in Freire's perspective, addressing the educational and legal basis of the legal concept of education with the settlers. Inserting the object of study in the field of human rights, research enjoys the realization of the right to higher education as a public good and a human right under construction, according to the approach advocated by Herrera Flores (2009). It starts from the assumption that the right to higher education is a legal instrument in the struggle for ownership of rights denied and neglected. The methodology of this work is based on the concept of Freire's popular education, relating it to the experience of legal education with the settlers. This theory deals with the political and emancipatory character of education. Thus, we analyze the legal discourse present in Civil Action No. Pubic 2008.35.00.013973-0 / GO and judicial sentence befitting the discussion on the legality and constitutionality of that course in UFG. The research corpus is made up of documents pertaining to public policies of higher education with the settlers, as well as the implementation of projects of the abovementioned legal courses. A review of documents indicates the tensions present in the creation process of the courses, focusing on the issue of affirmative action and the audience concerning the Pronera. / A presente investigação examina a concepção de educação jurídica com os assentados a partir das experiências dos Cursos de Graduação em Direito- Turma Especial para os Beneficiários da Reforma Agrária, ofertados pela Universidade Federal de Goiás (UFG) e pela Universidade Estadual de Feira de Santana (UEFS). A educação jurídica encontra-se no contexto da afirmação da educação superior como um direito humano e da problematização das políticas públicas educacionais no contexto de reforma agrária. Considerando esse modelo educativo como ação afirmativa, destaca-se a parceria entre a universidade, os movimentos sociais e o Instituto Nacional de Colonização e Reforma Agrária (Incra), de acordo com as diretrizes do Decreto nº 7.352 de 2010, o qual instituiu o Programa Nacional de Educação na Reforma Agrária (Pronera). A pesquisa problematiza a concepção de educação como comunicação, autonomia e conscientização na perspectiva freiriana, abordando os fundamentos educativos e jurídicos da concepção de educação jurídica com os assentados. Inserindo o objeto de estudo no campo dos direitos humanos, a pesquisa aprecia a concretização do direito à educação superior como um bem público e um direito humano em processo de construção, conforme a perspectiva defendida por Herrera Flores (2009). Partese do pressuposto que o direito à educação superior é um instrumento jurídico na luta pela apropriação dos direitos negados e negligenciados. A metodologia deste trabalho fundamentase na concepção de educação popular freiriana, relacionando-a com a experiência da educação jurídica com os assentados. Esse referencial versa sobre o caráter político e emancipatório da educação. Assim, analisa-se o discurso jurídico presente na Ação Civil Púbica nº 2008.35.00.013973-0/GO e na sentença judicial condizente à discussão sobre a legalidade e a constitucionalidade do referido curso na UFG. O corpus da pesquisa constitui-se dos documentos concernentes às políticas públicas da educação superior com os assentados, assim como dos projetos de implantação dos supramencionados cursos jurídicos. A análise dos documentos indica as tensões presentes no processo de criação dos cursos, focalizando na questão das ações afirmativas e do público-alvo concernente ao Pronera.

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.

The decline of the requisite linguistic skills of law students around the world has been documented comprehensively through legal scholarship. While ameliorating initiatives attempt to remedy law school education, the curriculization of English for academic legal purposes (EALP) has been neglected, resulting in the absence of a principled curricular framework for developing EALP syllabi. The proliferation of legal English communication across the circles of world English has accentuated the deterioration of students’ linguistic skills and exacerbated the educational challenges confronting law schools. These premises were influenced and validated by the researcher’s experiences as student and teacher of law and language. Three research questions address the rationale and guide the research: (1) Which curricular principles can be deduced from theoretical linguistics, second language (L2) pedagogy, and legal education to constitute a framework for EALP? (2) Which legal linguistic skills clusters can be identified from a typology of EALP-type textbooks? (3) As research outcome, how can the literature review and textbook analysis be synthesized into a cohesive curricular framework for EALP that can be applied across the circles of world English? The cyclical research strategy that underpinned this qualitative study relied on a social constructionist worldview, case study methodology, and qualitative content analysis method. The literature review probed theoretical linguistics, L2 pedagogy, and legal education as tributary disciplines of EALP. Insights gleaned from the literature review informed the qualitative content analysis of a purposive sample of EALP-type textbooks (N = 44). The textbooks were coded to create a typology and to determine the clusters of linguistic skills introduced during law school and across the circles of world English. The literature review led to the formulation of theoretically informed, curricular principles from the three disciplines that underpin EALP. The qualitative content analysis resulted in the creation of a typology of textbooks that exhibits clusters of linguistic skills that are scaffolded throughout law school. While academic communication skills were accentuated, legal linguistic skills incorporate additional clusters of thinking, research, and pedagogic skills. Together these skills constitute the skill of “thinking like a lawyer.” A synthesis of the theoretical principles and skills clusters provides a holistic curricular framework for EALP that is sensitive to the local diversity within the circles of world English. The curricular framework for EALP draws legal English from the periphery to the center of law school education by accentuating the legal linguistic skills needed both in academia and in legal practice. The main limitations of the study are the challenges posed by the inclusion of original EALP syllabi and the manual coding of the textbook sample. / Thesis (PhD)--University of Pretoria, 2015. / Humanities Education / Unrestricted

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

Problem-based Learning: Legal Education for the 21th Century Abstract The ever-faster changing modern society results in dynamic transformation of law. Some phenomena as use of technology, liberalization of legal services or globalization of market shapes the reality of legal profession in unprecedented way. Such a turbulent process challenges law schools struggling to prepare students for the future of legal profession. As functioning democracy and the rule of law depends significantly on the work of legal professions (as judges, legislators, solicitors or human-rights lawyers) there is a concern of the whole society in the quality of legal education. However, as a result of change, tasks, skills and knowledge required from the graduates now can significantly differ from what is expected in the future. Therefore, it is argued the skills as adaptability, independence and ability to learn are becoming the crucial competencies to develop among students. Once acknowledged by the law schools there is still a question to be discussed: How? The text examines problem-based Learning as possibly a more effective tool to prepare students for the uncertain future of legal professionals opposing the traditional approach to legal education. Problem- based Learning as other educational approaches based on constructivism...

This work is introducing the processes which undergone in the Czechoslovak Justice during period of years 1948 and 1953. These processes resulted in complex change of the entire legal system in Czechoslovakia (CS). Newly established communist regime managed to build tight grip on power during the analyzed period of time. Changes of the justice, legal education and advocacy was analyzed by many excellent Czechoslovak scholars from area of law and contemporary history but their free publication was enabled after the fall of the communist regime in 1989. Important part of this work is analysis of the vital laws which was introduced during above mentioned period. First chapter is about important politician Alexej Cepicka, who was an architect of the whole judicial reform. Understanding of his role in the transformation of the society is necessary to understand the historical events. The second chapter focuses on the whole process of purification the society through mass organizations loyal to the communists and attempts to annihilate of the Catholic Church. The third chapter gives us an overview of the legal system transformation, with an emphasis on the new Constitution and vital repressive laws. In the following chapters, the transformation of the whole Czechoslovak justice, legal education and the...