As Mutações do ensino do Direito: o(s) currículo(s), a(s) pedagogia(s) e a(s) avaliações na licenciatura em direito da Faculdade de Direito da Universidade de Coimbra – um estudo de caso de Direito da Família e Menores (ano 2011/2012)

Abstract

A presente tese de doutoramento tem como objeto de estudo o ensino da licenciatura em direito da Faculdade de Direito da Universidade de Coimbra (FDUC). O tema desta investigação é interdisciplinar, envolvendo a sociologia, o direito e a educação. Inicialmente, realizei uma análise das mutações no ensino superior e nas profissões jurídicas, a fim de perceber o impacto destas alterações no ensino jurídico. As universidades, assim como os serviços jurídicos, no contexto da globalização hegemónica, têm-se tornado progressivamente em um mercado. Desenvolvi três modelos de ensino do direito (clássico, crítico/pós-crítico e global), que serviram para analisar a educação jurídica nos Estados Unidos da América, na França e em Portugal, principalmente na Faculdade de Direito da Universidade de Coimbra. O ensino do direito também foi estudado por meio da perspetiva da reprodução social. Metodologicamente, foram utilizadas as seguintes técnicas de investigação: análise documental; entrevistas com dezanove docentes e dois discentes e observação participante em oito unidades curriculares. Em relação à investigação de campo, realizei uma análise do ensino do direito na FDUC ao longo da história, da Reforma Pomabalina à atualidade, com foco nos códigos educacionais: currículo, pedagogia e avaliação. Como resultado pôde-se perceber que o ensino do direito na FDUC tem se consolidado, ao longo do tempo, como um ensino do direito maioritariamente clássico. No século XXI, o grande desafio do ensino superior português foi o Processo de Bolonha. A Reforma de Bolonha, que inicialmente visava criar um espaço europeu do ensino superior, ultrapassou as fronteiras europeias. Esta Reforma alterou, em alguns aspetos, o ensino da licenciatura em direito da FDUC. Algumas áreas jurídicas foram destacadas no currículo pós-Bolonha, como as relacionadas ao Direito Internacional e Direito Financeiro, em detrimento das unidades curriculares de Direito Público e das cadeiras interdisciplinares. Quanto à pedagogia, a divisão das aulas em teóricas e práticas permaneceu na maior parte das disciplinas analisadas no pós-Bolonha. O Processo de Bolonha também não transformou o sistema avaliativo da FDUC, pois a maior parte dos professores entrevistados e observados continua a utilizar o exame final como única forma de avaliação. Por fim, realizei um estudo de caso da cadeira de Direito da Família e Menores no ano letivo 2011/2012, onde verificou-se que esta disciplina possui pouca relação com outros saberes de fora do direito e mesmo com outras áreas jurídicas. Nesta disciplina predomina o direito civil da família, com foco no casamento. Nesta investigação observou-se também a ausência ou escassez de temas recentes de Direito da Família. No que se refere às aulas de Direito da Família e Menores da FDUC, nota-se que o ensino se altera ainda mais lentamente do que as mudanças na legislação de família e as famílias na sociedade portuguesa.

Abstract The present doctoral thesis has as object of study the teaching of the graduate degree in Law from the Coimbra Faculty of Law (FDUC). The subject of this research is interdisciplinary, involving sociology, law and education. Initially, I carried out an analysis of the mutations in higher education and in the legal professions, in order to understand the impact of these changes on legal education. Universities, as well as legal services, in the context of hegemonic globalization, have become progressively into a market. I developed three models of legal education (classical, critical/post-critical and global), which served to analyze the legal education in the United States of America, France and Portugal, mainly in the Coimbra Faculty of Law. The legal education was also studied through the perspective of social reproduction. Methodologically, the following research techniques were used: documentary analysis; interviews with nineteen teachers and two students and participant observation in eight curricular units. In relation to the field research, I conducted an analysis of the teaching of law in the FDUC throughout history, from the Pombaline Reform to the present, with a focus on the educational codes: curriculum, pedagogy and evaluation. As a result, one can realize that the teaching of law in the FDUC has been consolidated, throughout time, as mostly a classical legal education. In the 21st century, the great challenge of Portuguese higher education was the Bologna Process. The Bologna Reform, which initially aimed at creating an European higher education area, went beyond European borders. This reform has altered, in some aspects, the teaching of the Law degree of FDUC. Some legal areas were highlighted in the post-Bologna curriculum, such as those related to International Law and Financial Law, at the expense of curricular units of Public Law and interdisciplinary chairs. In terms of pedagogy, the division of classes between theoretical and practical remained in most of the disciplines analyzed in post-Bologna. The Bologna Process also failed to change the FDUC evaluation system, because the most part of the teachers interviewed and observed continue to use the final exam as the only form of evaluation. Finally, I conducted a case study of the Family and Minors Law course in the 2011/2012 school year, in which it was verified that this discipline has little relation with other knowledge outside the Law and even with other legal areas. In this discipline, the civil law of the family predominates, focusing on marriage. In this investigation, it was also observed the absence or shortage of current topics of Family Law. Concerning the FDUC Family and Minors Law classes, one notices that teaching changes even more slowly than the changes in family legislation and families in the Portuguese society.

The present doctoral thesis has as object of study the teaching of the graduate degree in Law from the Coimbra Faculty of Law (FDUC). The subject of this research is interdisciplinary, involving sociology, law and education. Initially, I carried out an analysis of the mutations in higher education and in the legal professions, in order to understand the impact of these changes on legal education. Universities, as well as legal services, in the context of hegemonic globalization, have become progressively into a market. I developed three models of legal education (classical, critical/post-critical and global), which served to analyze the legal education in the United States of America, France and Portugal, mainly in the Coimbra Faculty of Law. The legal education was also studied through the perspective of social reproduction. Methodologically, the following research techniques were used: documentary analysis; interviews with nineteen teachers and two students and participant observation in eight curricular units. In relation to the field research, I conducted an analysis of the teaching of law in the FDUC throughout history, from the Pombaline Reform to the present, with a focus on the educational codes: curriculum, pedagogy and evaluation. As a result, one can realize that the teaching of law in the FDUC has been consolidated, throughout time, as mostly a classical legal education. In the 21st century, the great challenge of Portuguese higher education was the Bologna Process. The Bologna Reform, which initially aimed at creating an European higher education area, went beyond European borders. This reform has altered, in some aspects, the teaching of the Law degree of FDUC. Some legal areas were highlighted in the post-Bologna curriculum, such as those related to International Law and Financial Law, at the expense of curricular units of Public Law and interdisciplinary chairs. In terms of pedagogy, the division of classes between theoretical and practical remained in most of the disciplines analyzed in post-Bologna. The Bologna Process also failed to change the FDUC evaluation system, because the most part of the teachers interviewed and observed continue to use the final exam as the only form of evaluation. Finally, I conducted a case study of the Family and Minors Law course in the 2011/2012 school year, in which it was verified that this discipline has little relation with other knowledge outside the Law and even with other legal areas. In this discipline, the civil law of the family predominates.