Hacia una nueva primavera: apuntes sobre la enseñanza del derecho en la universidad pública luego de la crisis del COVID-19
The crisis caused by the COVID-19 pandemic constituted an unprecedented challenge for the University of Buenos Aires Law School. In a matter of weeks, the academic community had to reinvent itself and adapt to new forms of teaching and research. What seemed previously unconceivable (or at least dist...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2021
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| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/391/349 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_6955 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_6955.dir/6955.PDF |
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| Sumario: | The crisis caused by the COVID-19 pandemic constituted an unprecedented challenge for the University of Buenos Aires Law School. In a matter of weeks, the academic community had to reinvent itself and adapt to new forms of teaching and research. What seemed previously unconceivable (or at least distant) became an everyday affair. This challenged our roles, our practices and our institutions in a profound manner, promoting a process of collective reflection which exceeds the current, temporary challenge of online teaching. In this article, I want to make a contribution to this debate sharing some experiences, some data, and some reflections. Drawing on a series of interviews with students from my courses and on the experience of these semesters, I will argue that some of the practices we spontaneously, intuitively, and somewhat haphazardly adopted to resolve the crisis are inexorably here to stay -and that that can be good news, if we take advantage of them appropriately. Specifically, I will highlight four lines of action that have served to make legal education work during these months, and that I believe we must strengthen for the future: the use of data in the planification of teaching endeavors, the use of technology, the construction of a robust academic community, and the professionalization of legal education. Throughout the piece, I will reflect on these points drawing on the ideas of the generation of the 80s, a group of jurists - led by Carlos Nino and Eugenio Bulygin - who took advantage of the opportunity of another crisis to make lasting changes to our institutions and practices |
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