O currÃculo e o mÃtodo de ensino na fronteira entre passado e presente: o ensino jurÃdico no Distrito Federal à luz das mudanÃas emergentes de 1994




The quality of the legal teaching was a recurrent subject in all the reforms realized until and including that of 1994. After almost two centuries of a great deal of controversy, it seems that it was found, after all, the true causes that have frustrated all previous sanitating measures: the influence of the elites on the curriculuns, and the teaching method. The Right and its teaching have always been the first to suffer the impact from the social changes and even to determine them, the evidence of this truth may be found in the evolutional history of the society. Despite the great transformations the Brazilian State has passed, since the installation of the Brazilian Empire to the end of the 80th decade, the model of teaching practiced in this country has evolved very little, creating a vacuum of quality, a true crisis, with a increasing demand for competent professionals not attended to by the deficient preparation of the same ones in the IES (education institutions). In this dissertation we tried to reach the determinative causes of the changes, the dynamics of the process, the actors of the transformations and the main effects we have reached, for that: we have identified the paradigms that have determinated the teaching before and after the reform; the strategies and the instruments of the reform; who president over it, who had participated and the beneficiaries of the process; as well as the actual emphasis, in any latitud, the interaction between the various subjects. A documentary and bibliographical research, in the first phase, and a research of field in the second, developed jointly to some actors of the process of transformation of legal teaching, allowed to investigate the crisis of this teaching and the implementation of a process of induction to the elevation of the quality, and also to realize comparative studies between the results gotten in the preparation of the law school graduates formed without, and with the influence of the 1994 reform. Thus, one concluded that the effectiveness and the efficiency of the strategies adopted in the last reform of legal teaching, except for some aspects of the evaluation process and for the lack of change in the method and the methodology adopted in the construction of the knoledge, were originated in accurate strategies and complex instruments, propitiatory of the new curricular directives and of the adopted process of evaluation; and the involvement of a large part of the institutions of graduation that are sensitive and assumed the importance of the rise of quality of teaching, preventing this way the same destinations of the preceding changes. In face of the necessity of maintenance of the current conquests and their improvement for the future, one recommends the preservation of determined norms and of the actual process of evaluation with some strategic perfectionings and complementations to the subjects of the process of education that may make possible the achievement of high levels of quality and a healthy competiveness.


teaching valuation university reform reforma do ensino educaÃÃo acadÃmica - distrito federal; ensino superior â brasil; direito-ensino teaching quality ensino jurÃdico legal teaching avaliaÃÃo e qualidade do ensino direito

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