El currículo de la Escuela Judicial de Tucumán : a la búsqueda de su código identitario
The curriculum of the Judicial School of Tucumán: in search of its identitary code. -- Abstract: I present a study of the curriculum of the Judicial School of the Advisory Council of the Magistracy of Tucumán. I posit that, in its historical construction, the school collects the legacy of the Theor...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2020
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| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/416/369 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_5675 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_5675.dir/5675.PDF |
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| Sumario: | The curriculum of the Judicial School of Tucumán: in search of its identitary code. -- Abstract: I present a study of the curriculum of the Judicial School of the Advisory Council of the Magistracy of Tucumán. I posit that, in its historical construction, the school collects the legacy of the Theoretical-Practical Academies of Jurisprudence (1776-1872) and, in its development; it takes on treats for the future judges´ training based on its general and specific dimensions, the invention of its traditions, its ideological matrix and its specific judicial training practices. I describe the Judicial Schools as institutions that carry habits, values, and patterns of law teaching related to the casuistry from the indigenous law rather than a systematic and exegetical study derived from the codification. I point out that, after a long dark period of almost one hundred years, these schools reappeared in the Latin American scene in the 1970s and 1980s of the 20th century, as a political project's product with backgrounds and fundamentals-based on three episodes: the recovery of democracies; the reforms of the criminal procedure codes in adversarial systems and oral systems; and the emergence of critical legal theories. I analyze that this public policy in Tucumán has designed in its curricular code a linking syllabus, an integration plot, and the articulation of skills with different perspectives: situated learning, learning based on problems, authentic tasks, collaborative learning. Its program has interdisciplinary education proposals, training in knowledge management, classes with the active participation of students; the relevance of the juridical clinic, the negotiation, and other activities aimed at "learning to do". |
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