O professor como articulador da transdisciplinaridade dos direitos e garantias fundamentais nos cursos jurídicos

Abstract

This study analyzes the importance of pedagogical training of teachers of the law course, since this is responsible for the coordination and implementation of transdisciplinary of the fundamental rights and guarantees in the law courses. For this discussion, we resort to dialectics, as this methodological aspect, is always open to new perspectives and overruns. The theoretical framework focuses on discussions of Edgar Morin about the dangers of cloistered thinking as well as Boaventura de Sousa Santos on lazy reason. Since those capabilities are the lessons of Marcos Tarciso Masetto and Gilsilene Passon Picoretti Francischetto, besides the works of Selma Garrido Pimenta and Léa das Graças Camargo Anastasiou. Since the creation of legal courses in 1827, the traditional system of the Socratic method of education with its omniscient professor continues to still be present in the law schools. Resultantly, aft er the promulgation of the Federal Constitution of 1988 with its consolidation of fundamental rights and guarantees, the need arose for the recasting of legal education, as the requisite emerged for a solid humanistic training of students. Hence, the Administrative rule (Portaria) n. 1.886/94 was edited and subsequently Resolution n. 09/04, having as its focus, a greater concern for the training of students, mainly with regard to the development of skills and competencies for the exercise of citizenship, has contributed greatly to the improvement of bank education. Therefore, the importance of the professor has been proven to exist as a facilitator of the transdisciplinarity of the fundamental rights and guarantees in legal curricula, to the extent that the professor, is to directly take-on a critical and reflective posture, therewith the learning process contributing to the overcoming of the traditional educational model, given that it develops students critical reasoning and intellectual emancipation. Consequently by providing the transdisciplinarity of the fundamental rights and guarantees in teaching, this allows for a more complete training of the student, making him/her more sensitive to the problems inherent in society and tending to be more righteous and close to social reality, removed from the technicality and characteristic of the current educational paradigm dogmatism of legal courses.