Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
VILELA, Debora Nathalia Araujo
 |
| Orientador(a): |
ALBUQUERQUE, José de Lima |
| Banca de defesa: |
LARRÉ, Julia Maria Raposo Gonçalves de Melo,
MORAES FILHO, Rodolfo Araújo de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9756
|
Resumo: |
Legal courses were established in Brazil almost 200 years ago with the immediate objective of sustaining the country's independence from Portugal. Currently, most of these courses still maintain traditional teaching methodologies, influenced by the rigid pedagogical roots of Portuguese colonization. In this context, this research aims to investigate pedagogical proposals for hybrid teaching that meet the requirements for training the professional profile of the new generation of Law students. The study offers an overview of legal courses in Pernambuco, maps the active teaching-learning methodologies using digital technologies adopted in the Law course, describes the challenges of forming the professional profile of the new generation of students and, finally, analyzes the possibilities of hybrid teaching given the current regulatory scenario in Brazil. Methodologically, this is a qualitative, exploratory and descriptive applied research, using technical bibliographic and documentary research procedures. The low approval rates of students in the OAB exam reinforce the importance of this investigation, which seeks in active teaching-learning methodologies a contribution to solving the deficits in the formation of the professional profile of Law students. |
