Jurista, professor ou pesquisador? Quem é você no direito? A busca pelo espaço ideal de formação de professores que vise a suprir a ausência dos saberes pedagógicos na formação docente superior jurídica

Abstract

Legal education professionals need to be prepared, as they do not teach without training. Teaching work requires a range of knowledge to face a classroom, contribute to the teaching and learning process, as well as critical and reflective student training. It takes learning to teach. This research will seek to discuss this fragile training, making a brief reflection on the in (efficient) legal teacher training in the light of Freire (2014), Saul and Saul (2016), Ramos (2016), Tardif, (2011) and Muraro ( 2010) and what is the ideal space to fill this absence. The formation of higher legal teaching has not yet aroused the concern of public policies. Complying with the idea of ??Santos (2014), the Institutions have seen law professors only as specialists in their respective area of ??expertise, but they cannot see them, too, as specialists in teaching, as they should be. There is common sense, according to which only experience and knowledge in the legal area are sufficient for teaching performance, forgetting, however, or even ignoring the importance of pedagogical training in the learning process.