Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
BARILLARI, PATRÍCIA REGINA DE MORAES |
| Orientador(a): |
Vieira , Almir Martins |
| Banca de defesa: |
Tavares, Sérgio Marcus Nogueira,
Valente , José Antônio,
Nishiyama , Adolfo Mamoru |
| Tipo de documento: |
Tese
|
| 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: |
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| 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/1948
|
Resumo: |
The professional training in Legal Education has been largely discussed in the last years, because of its technical characteristic, in detriment of a humanistic education, which should carry on the legal education. The curricular matrixes of Laws courses need to follow the deep social transformations that have brought implications on current Brazilian Legal system. The aim of this paper is, thus, investigate the main Law transformation, especially those trigged by Globalization, their educational-formative demands, considering, yet, environmental problems resulting from them and the necessity of a sustainable humanist Legal system, which lies upon, inevitably, in the debate about the role of Legal Professor in this context. In this study, there is an assumption that Law can contribute to the formation of critical and reflexivity citizens, committed with the environment they are, in a way that it’s possible to foment citizens emancipation. It is intended, starting from it, examine the Legal Education in a strict and general view, concerning Environmental Law, in the best regional Law Universities in Brazil. The corpus selected for this study is compound by curricular matrixes of five years course of Law in public universities. It was chosen one public institution by region of the country. The selection criteria applied was the position in the “University Ranking Folha”, organized by Datafolha Institute carried out in 2018. The present paper has, by methodology, a critical-dialect approach, by means of the critical theory of Law. The developed theoretical basis is interdisciplinary, because it bears, besides Law and the sociology of law, with Machado (2009) and Faria (2017), different areas of knowledge, since Education and Philosophy, with Freire (1987; 1993; 2000) and Bakhtin (2006; 2010a; 2010b; 2016; 2017), until the theoretical of Communication as Lemos (2013), Jenkins(2012), Lévy (2003), and of Sociology, with Castells (2000) Bordieu (1989; 2004) e Santos (2003), among others – respecting the epistemology of each one of these subjects. The path of analyses of this paper was divided in three chapters. In the introduction, we introduce our track, we made clear the object, general goals and specific ones, the corpus and the theoretical foundation of this thesis. In the first chapter, we discussed social transformations as well as the Law’s, the theme of globalization and its interfaces with Law, problems related to environment and the advancements of Environmental Law in the last decades. The second chapter presents the role of Professor of Law and the student’s degree. In the third chapter, we contextualize the five institutions of higher education and their Law courses respectively. After, we analyzed each one of the curricular matrixes and we problematized how the teaching of learning of environmental Law are in evidence, or not, in the institutions. After that, we presented our final considerations, resuming the objectives and checking what are the contributions of the thesis for the area of Education and Law. The outcome we reached showed that the teaching of Legal Education in Brazil, in cases studied, is far from offering to Brazilians students one formation that make them qualified to work and interact in a globalized world, taking into consideration a critic-sustainable perspective of integration of humans and environment. On the other hand, it was clear that there is a preoccupation, on the part of institutions of teaching researched, in keep themselves in line with curricular matrixes connected to the new demands coming from the global society. It was noted, yet, the subjects turned to the teaching of Environmental Law cover an average 5,8% of the curricular matrixes of Law Education courses researched, though all the course, nonetheless its social importance. |
