Como dar seminarios sobre textos conceitualmente complexos
The article supports the idea that tough task of learning and practicing the reading conceptually complex texts can and should be intensively adopted in undergraduate courses (and also high schools) and that the technique of discussion seminars is one of the best pedagogical strategies to develop th...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Portugués |
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Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2013
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| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/571/500 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_3388 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_3388.dir/3388.PDF |
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| Sumario: | The article supports the idea that tough task of learning and practicing the reading conceptually complex texts can and should be intensively adopted in undergraduate courses (and also high schools) and that the technique of discussion seminars is one of the best pedagogical strategies to develop the skill to do it. The ancient learned and practice this skill and we should not miss their lessons. The discussion seminars are a powerful and efficient means to teach students how to read complex texts. However, in order to work properly, some basic rules must be followed: 1) the students should read the assigned texts before the class; 2) some student or group of students should offer a short and well structured presentation of the ideas of the text; 3) the professor should be intensive involved as the discussion coordinator; 4) the discussion should be restricted to the content of the text assigned for the class (the text should not be a pretext. It should the main focus of the discussion); 5) the text should be adequately chosen targeting the strategies and objectives of the course and taking consideration the reading skills of the students; 6) there should be a limit of the number of students in the classroom. The article presents models and practical guidelines about how to develop the reading skills of conceptually complex texts through seminars, offering examples taken from the author?s personal practice as a philosophy of law professor. |
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