A PRÁTICA DOCENTE JURÍDICA ATRAVÉS DA UTILIZAÇÃO DE METODOLOGIAS ATIVAS: RELATO DE EXPERIÊNCIA

Abstract

This experience report aims to present the use of active methodologies in legal teaching practices as enhancing tools in the teaching-learning process. The specific objectives include: a) Analyze the potential and challenges in using active methodologies as teaching proposals in the undergraduate Law curriculum; b) Investigate the benefits of using playful and gamification practices in the teaching-learning process and c) Discuss which paradigms need to be broken by us teachers in order to reinvent ourselves in the classroom. The research proposal is in the initial phase of annotating experience reports and theoretical deepening. The methodology to be used will be qualitative in nature, based on reports of experiences from Law course teachers. The theoretical framework prioritizes three categories: teaching-learning, active methodologies and the role of the teacher. As first analyses, we highlight the importance of using playful games, gamification and project-based learning for meaningful learning, engagement, preparation for solving real cases, developing confidence in the student and developing skills: critical thinking, problem solving, decision making, effective communication and teamwork, all essential for students and bachelors in Law. The contributory perspective of the experience report is the argument about the reframing of education in the legal sphere.