Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
COTOMACCI, GUSTAVO |
| Orientador(a): |
Furlin, Marcelo |
| Banca de defesa: |
Vieira , Almir Martins,
Fischmann , Roseli |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1698
|
Resumo: |
The present study, nurtured by teacher formation, aims at sparking initial discussion on the law teaching in undergraduate courses in which law is not the focus. Most of such courses do not offer law teaching in their programs. In the light of such a frame, the challenge of teaching law-oriented issues stands out. The research intends to consider perceptions which emerge from students’ narratives on a twofold basis: (i) through informal conversations and (ii) through questions based on an interdisciplinary task. The students involved in the research belong to a confessional university in São Bernardo do Campo. The law teaching focus on Geertz (2005), Martinez (2008), Oliveira (2004) and, as far as the theoretical foundations is concerned, on Beherens and Oliari (2007), Demo (2001) and Moraes (2012). The Paradigm of Complexity (MORIN, 2014, 2015, 2015a) and the so-called narrative inquiry (CLANDININ; CONNELY, 2015) cast light on the theme under investigation. |
