REPRESENTAÇÕES SOCIAIS DE PROFESSORES DE DIREITO SOBRE O EXERCÍCIO DA DOCÊNCIA

O objetivo desse estudo foi investigar representações sociais de professores de Direito acerca do exercício da docência. Buscou-se compreender quais são os saberes docentes que o professor de Direito julga necessários à sua atuação, já que a legislação vigente não exige que o operador do Direito frequente um curso específico que o capacite para a docência no ensino superior. Em razão disso, geralmente, o professor de Direito se depara com inúmeras dificuldades no início de carreira e constata que, na prática, ser um bom profissional do Direito não lhe basta para a docência, pois necessita de didática e de um método pedagógico pelos quais seus alunos o compreendam. A pesquisa teve como sujeitos professores de Direito que se encontram na docência, no mínimo, há dois anos, no município de São Paulo e região do Grande ABC paulista. Os autores que possibilitaram a fundamentação teórica foram: Serge Moscovici (1978), Denise Jodelet (2005), Marília Claret Geraes Duran (2006), dentre outros estudos significativos. O estudo foi realizado mediante pesquisa quantitativa e qualitativa de dados. Para levantamento dos dados, foi utilizado um questionário que, na sua parte inicial, contava com três palavras indutoras. Em seguida, foram apresentadas quinze questões, sendo três abertas e doze fechadas. A partir das descrições das respostas dadas pelos sujeitos no questionário, foi possível realizar a análise dos dados coletados, por meio da análise de conteúdo (Laurence Bardin, 1977). A pesquisa realizada possibilitou a análise da percepção e a concepção dos sujeitos da pesquisa quanto ao ensino jurídico e à sua própria formação. Demonstrou, ainda, que o professor de Direito deve apropriar-se de saberes docentes específicos para lecionar, ultrapassando a ideia de que lhe basta o conhecimento técnico, já que a docência, assim como as demais profissões, tem especificidades importantes.

Teaching and using analogy in law

Analogy plays a central role in legal reasoning, yet how to analogize is poorly taught and poorly practiced. We all recognize when legal analogies are being made: when a law professor suggests a difficult hypothetical in class and a student tentatively guesses at the answer based on the cases she read the night before, when an attorney advises a client to settle because a previous case goes against him, or when a judge adopts one precedent over another on the basis that it better fits the present case. However, when it comes to explaining why certain analogies are compelling, persuasive, or better than the alternative, lawyers usually draw a blank. The purpose of this article is to provide a simple model that can be used to teach and to learn how analogy actually works, and what makes one analogy superior to a competing analogy. The model is drawn from a number of theories of analogy making in cognitive science. Cognitive science is the “long-term enterprise to understand the mind scientifically.” The field studies the mechanisms that are involved in cognitive processes like thinking, memory, learning, and recall; and one of its main foci has been on how people construct analogies. The lessons from cognitive science theories of analogy can be applied to legal analogies to give students and lawyers a better understanding of this fundamental process in legal reasoning.

The International Conference Education and Creativity for a Knowledge–based Society – LAW. Vienna, Osterreichish Rumanischer Akademischer Verein, 2012. VIth edition

No abstract.

La disoccupazione giovanile in tempo di crisi: un monito all’Europa (continentale) per rifondare il diritto del lavoro? = Youth Unemployment in Recessionary Times: a Caveat to (Continental) Europe to Reconstruct its Labour Law. WP C.S.D.L.E. "Massimo D'Antona" .INT - 91/2012

The current debate taking place in continental Europe on the need to reform labour law to reduce the duality between labour market insiders and outsiders, thus giving new employment opportunities to young people seems to be, at its best, a consequence of the crisis, or at its worst, an excuse. The considerable emphasis placed on the power of legislation to reduce youth unemployment prevents real labour market problems from being clearly identified, thus reducing the scope to adopt more effective measures. Action is certainly required to help young people during the current crisis, yet interventions should not be exclusively directed towards increased flexibility and deregulation. This paper questions the “thaumaturgic power” wrongly attributed to legislative interventions and put forward a more holistic approach to solve the problem of youth employment, by focusing on the education systems, school-to-work transition and industrial relations. As a comparative analysis demonstrates, in order to effectively tackle the issue of youth employment, it is not enough to reform labour law. High quality education systems, apprenticeship schemes, efficient placement and employment services, cooperative industrial relations and flexible wage determination mechanisms are the key to success when it comes to youth employment, not only in times of recession.

Law enforcement and the disabled /

Bibliography: leaves 38-39.

Law enforcement and the disabled.

"Co-authored by the Office of the Secretry of State and the Governor's Planning Council on Developmental Disabilities."--Letter of Transmittal.

Law enforcement and the disabled.

"July 1991."--Table of contents.

Law enforcement education program : manual 1969.

Cover title.

Marxist-lessigism

Computer users of the world have united behind Stanford law professor Lawrence Lessig—and what they're doing is much more important than his critics realize.

Differenzierte Gerechtigkeit: Diskriminierungsschutz und Vertragsrecht

The theme of this book is the perceived tensions between contract law's principle of private autonomy and non-discrimination law. I first analyse the notion of discrimination, and specify that I restrict the investigation to ascribed difference,more specifically to perceived race/ethnicty, sex/gender and disability. Based on an analysis of the aims of non-discrimination law which extends onto markets, I then presented potential structures of non-discrimination clauses addressing market inequalities. Turning to a doctrinal investigation of German contract law and its position towards discrimination on grounds, I first investigated whether international law, EU law or the German constitution form a stable base for contractual non-discrimination law. Having concluded that these bodies of law require some protection against discrimination based on ascribed difference, but that contract law needs to provide its own specification, I then offer a very short comparative chapter on British and Dutch non-discrimination law (I guess I have developed quite a bit in this field since then!). Finally, I analyse in how far German courts have offered protection against discrimination on markets in the past, and which position the doctrine has taken. From page 290, I finally offer a conceptual, paradigmatic and principled proposal of how to integrate a principle of non-discrimination into German contract law. To my own surprise, this was later endorsed by one of the "doyens" of German contract law, Professor Canaris. In any case, you can see from my edited collection of 2011, that I am still fascinated by discrimination on grounds of race/ethnicity, sex/gender and disability.

Formadores em odontologia: profissionalização docente e desafios político-estruturais

O texto trata das novas demandas à formação em odontologia e dos desafios da profissionalização da atividade docente. Investigam-se as concepções de qualidade do ensino de 13 coordenadores de cursos de graduação em odontologia do Estado de São Paulo, procurando indicadores que contribuam para a elaboração de propostas de formação docente, numa perspectiva crítica e reflexiva sobre qualidade e sobre problemas da realidade brasileira na área. A partir de depoimentos colhidos por questionário e entrevistas, busca-se compreender e analisar dados relativos à dimensão político-estrutural da profissão. Os resultados apontam para a crise da odontologia nos aspectos de número de escolas, exaustão do modelo de atendimento, dilema ético dos profissionais e diminuição de prestígio, com visível crise destatus. Conclui-se que a transformação da crise em projeto político-pedagógico cria espaço para mudanças curriculares das faculdades de odontologia e acentua desafios quanto a orientações pedagógicas e competências da função docente.