Política pública educacional na área do Direito: a reestruturação do processo de ensino-aprendizagem jurídico a partir da abordagem dialógica com a arte

Abstract

This present dissertation aims to propose an educational public policy, in the field of Law, which has as its purpose the restructuring of the juridical teaching-learning process, from the dialogical approach with Art. Furthermore, has also as an objective specifically to comprehend the formulation process of public policies, to define public policies in relation to the update of the teaching of Law, to analyze the current methodology of the juridical teaching process and to interpret the dialogical approach between Law and Art. It is observable the influence of the Newton-Cartesian paradigm in the structuring of Law courses from its genesis, which has strengthen the unidisciplinar model. However, to insist in a teaching-learning juridical process oriented by a Newton-Cartesian model, in a historical period such as the XXI Century, accentuated by the complexity of the post-modern relations, highlights the strenuous mismatch where the juridical educational process is in relation to the emergent social demands that require an integrated learning by the juridical professional. As the public problem is identified, the question if Art could assume the part of a reoxygenizing element of the juridical educational system arises associated with an amplification of the level of the disciplinary integration. It is proposed, thus, a systemic tridimensional comprehension of the juridical teaching process, from the dialogical approach between Law, Art and Education. Thus, the necessity of new ways of teaching-learning processes emerges, that can by themselves restructure the system and consequently propitiate the learning and apprehension of knowledge to the students, that is, internalize the knowledge transmitted in class, in a way that enables its transmutation, to then later apply in a diverse myriad of situations. To problematize from artistic elements enables the students’ practical comprehension, and also stimulates the development of a critical and systemic mind. That will not only facilitate the student learning process, but also will prepare, in a human and creative way, the future Law professional in their performance. The applied method was the inductive one, with the use of the bibliographic and documental methodology, evidencing therefore the qualitative approach and the exploratory character. Presented as the research result, is the program of Law, Art and Education – PRODARTE, a public policy that aims to restructure the juridical teaching-learning process from the dialogical approach with Art, stimulating an integrated learning process that encourages the student to develop all of their academic potentialities e later professional potentialities, in a human, reflexive, critic, systemic and creative way.