A inserção de novas práticas no ensino jurídico no Brasil: em busca da construção da autonomia do sujeito

Abstract

The empirical and historiographical research undertaken was intended to function as an epistemological strategy capable of overcoming the encasement of law and the absolutization of law. This turn is preordained in the hypothesis of reducing the distance of popular participation in current legal practices and presents models of new practices that are already applied in the sense of renewing legal education. In this attempt, the secondary objectives of the research pervaded the importance of the subject's autonomy, the guarantee of the constitutional principle of dignity and freedom, considering that the rhetorical study of legal education would be a tool capable of contributing to the autonomy and social responsibility of the law student . At the end, it presents the results obtained through the interdisciplinary practices used as a reference for the present study, the first being the institutional project Participatory Legal Education developed by the Getúlio Vargas Foundation and the second the infra institutional practice developed by the Integrare Dialogues of Family project, which stimulates approaches to autonomous conflict resolution with the confluence of the participation of professionals involved in social peacemaking methods in line with resolution 125 of the National Council of Justice, which provides for the National Judicial Policy for the proper treatment of conflicts of interest within the scope of the Judiciary.