Teacher training in legal education: a humanistic and critical approach to the curriculum guidelines

Abstract

This work sought to understand the guidelines for training law schoolteachers from a humanistic perspective. We discussed the importance of teacher preparation in the context of the crisis in legal education, analyzing the training guidelines for law graduates, which are present in the laws and curricular guidelines of the course, both implicitly and explicitly. The research method chosen to guide this work was qualitative research. To achieve the proposed objectives, we conducted a bibliographical survey and document analysis of the laws and curricular guidelines for legal education. We understand that the social relevance of this research is to contribute to new reflections on the difficulties faced by legal education, in the search for improvements in the training of law schoolteachers.