O PAPEL DO PROFESSOR NA FORMAÇÃO E NA ESCOLHA DAS ÁREAS DO DIREITO NO BRASIL

Abstract

This dissertation explores the role of the professor in Brazilian legal education, focusing on his/her influence on the academic training and choice of areas of specialization of law students. The research analyzes, from a historical, theoretical and practical perspective, the challenges and transformations that permeate legal education, highlighting the need to adapt to the constant changes in the educational and legal fields. The research question of this paper is: How do professors influence the academic training and the choice of areas of specialization of law students in Brazil? The objectives of the research are: To analyze the role of professors in the academic training and professional guidance of law students, considering historical, theoretical and practical aspects of Brazilian legal education; To understand the historical development of legal teaching in Brazil; To investigate the impacts of educational reforms on teaching performance; To evaluate the influence of pedagogical methodologies on the choice of legal areas by students; To identify the challenges faced by professors in different regions of the country. The study initially addresses the historical development of legal education in Brazil, from the creation of the first law schools in 1827 to the changes resulting from the University Reform of 1968 and the expansion of educational institutions in the 21st century. Emphasis is placed on the impact of educational reforms and the contributions of Brazilian jurists to the consolidation of legal education, as well as the ruptures and continuities that have shaped teaching practice over time. In its theoretical foundation, the research examines regulatory frameworks, educational policies and pedagogical foundations that support legal education in Brazil. The study highlights the importance of interdisciplinarity, the relationship between legal education and the demands of the job market, and the adoption of critical and active methodologies that promote student protagonism. It also discusses the balance between technical and pedagogical training as essential for teaching performance in a dynamic academic environment. Finally, it analyzes the contemporary challenges of teacher training, including the impact of the digitalization of legal education, the relevance of feedback in the teaching-learning process, and the need for inclusive policies to overcome structural inequalities. The research also highlights the importance of academic research as a tool for pedagogical updating and innovation, as well as the difficulties faced by teachers in peripheral regions. By investigating the central role of teachers in the training of future jurists and in guiding their professional choices, the study contributes to the improvement of pedagogical practices and to the construction of legal education aligned with the social, ethical, and professional demands of the 21st century.