Práticas pedagógicas no curso de direito da Universidade de Caxias do Sul (UCS), de 1992 a 2004

Abstract

This thesis is linked to the Stricto Sensu Post-Graduate Program in Education (PPGEdu), on a Doctorate degree level, at the University of Caxias do Sul (UCS), belonging to the research line of History and Philosophy of Education and has as its subject the pedagogical practices in the Law course of the aforementioned university. This course was created in Caxias do Sul, in 1959; and, in 1967, it was incorporated to UCS foundation, which grants it 65 years of tradition in legal teaching. At first, teaching staff was formed by Law operators, with expertise, notably, in legal practices, but without didactic-pedagogical education. That is, practices used to teach Law were, predominantly, expository classes that used to repeat outdated pedagogical models. Given this scenario, in 1992, UCS institutionalized the Pedagogic Educational Program of its professors (Resolution number 004/92, from University Council (Consuni)), anticipating epistemological, methodological and curricular alterations concerning higher education contemplated, for instance, by the Law of Guidelines and Basis of National Education (LDB), in 1996, and by the Legal Practice Statute and the Brazilian Order of Lawyers (EAOAB), in 1994, this one specifically for the Law course. Given that, this research had its start from the following guiding question: which pedagogical practices have remained and which have been altered in the graduation course of Law at UCS, between the years of 1992 and 2004, in the face of the legislative-curricular changes and the institutional policy for teaching formation? The objective is to: comprehend the movements of the pedagogical practices in the Law course at UCS, to identify which pedagogical practices have been altered and which have remained throughout time, in the light of legal modifications and the variations of the syllabuses (1992-2004). It concerns a qualitative research, using Cultural History as a theoretical perspective. As the main theorists, are named Chartier (2002), Tardif (2014) and Nóvoa (1995). The research has been built based on oral historical sources, through the realization of structured interviews that have anchored the investigation; and documental, through the collection of information, mainly, in the collection of the History and Culture Institute (IMHC) at UCS and in other departments of the Institution, such as the Coordination of Academic Regulation (CRAC), for the enrichment in verbalizations of the interviewed subjects. For the organization, exam and interpretation of the obtained information after the interviews, it has been chosen the Discursive Textual Analysis (ATD), by Moraes and Galiazzi (2007), which has been performed in six successive stages: literal transcription, comprehensive reading, unitarization, categorization, mining and production of meanings. Based on the results of the analysis, it has emerged that, in the period between 1992 and 2004, there has been the predominance of expositive classes due to teaching epistemology, in which the pedagogical practices had been centered in the professor, who had been a transmitter of information, whilst the student being a mere receptor, representing the verticality in the relation between professors and students, corroborating the traditional scheme of teaching based on the imposition of contents from top to bottom and from the outside to the inside. Regarding the alternance of the pedagogical practices, it has been concluded the importance of the institutional investment in qualification of the professors, enabling, besides the academic title, a critical reflection over the act of teaching associated to the development of pedagogical practices. Thus, it has been observed a movement concerning the classes in which, despite being still expositive, the professor has a less centralizing role, and the students have started to demonstrate a more active role, through practices, such as the legal analysis of films, simulated juries, resolution of problem-situations, critical reading orientation, among others. Peripherally to the research problem, it has been identified, from the word cloud of the interviews, a masculine teaching culture, once the word "professor" (masculine noun) has appeared more often in the verbalizations than "pedagogical practices", regardless the majority of subjects in the interview to be composed by women. [resumo fornecido pelo autor]