Uma proposta de transformação da prática docente em cursos de direito por meio da clínica da atividade

Abstract

This study addresses the transformation of teaching practices in Law courses, focusing on overcoming the prevalence of lecture-based classes by adopting the dialoguebased method. The central question investigates which changes in teaching practices could make this transition possible, highlighting the importance of promoting meaningful reflections on teaching. The general objective was to offer teachers a moment of critical analysis of their professional activities, encouraging the identification of alternatives to the traditional method and demonstrating the viability of more interactive practices through a well-founded pedagogical intervention. The specific objectives include: analyzing the dynamics of Law courses in Brazil and their relationship with the culture of expository classes; identifying the topics raised by teachers during the intervention carried out with the Instruction to the Double method; verifying how dialogue is integrated into teaching practices; and observing the advances in teachers' awareness of their practices, comparing aspects that bring them closer to or further away from the dialogue-based class. The research used the Activity Clinic as a methodology, associated with the Double Instruction method, and was limited to teaching activities in the classroom in higher education, specifically in Law courses. The results reveal that the intervention enabled significant transformations in the perception of teachers about their pedagogical practices, pointing to new paths in legal education and overcoming the dichotomy between lecture and dialogued classes.