El aprendizaje significativo. Una propuesta didáctica para la enseñanza del derecho en la Universidad Nacional de Tucumán
The task of teaching law is complex. It is historically associated with master classes, based on an encyclopedic teaching that favors rote learning, heritage of the continental European university of the Middle Ages. In this context, proposing a disruptive learning process is quite a challenge. The...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
| Publicado: |
Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2022
|
| Materias: | |
| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/372/334 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_7036 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_7036.dir/7036.PDF |
| Aporte de: |
| Sumario: | The task of teaching law is complex. It is historically associated with master classes, based on an encyclopedic teaching that favors rote learning, heritage of the continental European university of the Middle Ages. In this context, proposing a disruptive learning process is quite a challenge. The experience lived as a teacher of Transversal Contents for the Construction of Citizenship of the Law career (National University of Tucumán) is shared below. An experience that seeks to break with traditionally conceived teaching to open up to the social practice of the curriculum based on the notion of little thumbs, the existence of multiple teaching resources that aim to promote their desire to learn and to approach the contents in an environment that favors significant learning and within the acquisition of certain fundamental skills and competencies for the exercise of litigation, the judiciary and consultancy, among other roles that lawyers develop today |
|---|