Exploración de planes de estudio de escuelas de Derecho y desafío de cambio al enfoque por competencias
Throughout the development of the study, 196 law degree curricula's, belonging to the same number of law schools from 18 Mexican states, were analyzed with the following objectives: a) To know the features of the curricula's; b) Identify similarities and differences between the law curricu...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2017
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| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/472/423 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_3271 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_3271.dir/3271.PDF |
| Aporte de: |
| Sumario: | Throughout the development of the study, 196 law degree curricula's, belonging to the same number of law schools from 18 Mexican states, were analyzed with the following objectives: a) To know the features of the curricula's; b) Identify similarities and differences between the law curricula's; c) Explore if the curricula's are based on a pedagogical model. During the study it was found that 84% of the law schools has a curricula based on objectives and 15% based on competencies, in most of the cases there were no explanation over the pedagogical model in which the curricula's are based. These and other evidences suggest the necessity of a change on the design of the law school curricula's, this change requires new teaching techniques in which the student, seen as a cognitive being, is guided by professors which are knowledge facilitators and are based on a pedagogical model by competencies which give the student a more active role with the use of other teaching techniques, besides the lecture and with performance evaluation formats which result from the theory-practice, learning by doing, experiences and challenges. The responsibility and necessity of qualified professors which generate an institutional transformation from inside the law schools and on the outside in the work field it's the challenge for the change. |
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