Revista Pedagogía Universitaria y Didáctica del Derecho

Social perceptions about credit and access to higher education in Colombia: A polyphonic approach

2022-06-30T02:07:09+00:00

This article is the result of national research led by the Universidad Cooperativa de Colombia (2022), which explored the social impact of the ICETEX in the country. The results presented were obtained qualitatively, through the study of the conceptions and perceptions that different key actors —students, teachers, codebtors— had regarding their interaction with the entity and its financial support for access to higher education. In the analysis of the data, triangulated with the interviews and conducted
workshops, two pre-established categories of analysis were considered: ICETEX as a credit entity and as a support to life projects. These, in addition, were complemented
with two emerging categories: ICETEX as a support to families and as development of local/regional capacities. The main results indicate that the different participants have constructed antagonistic perceptions regarding the educational credit that this entity represents: on the one hand, under a positive and hopeful vision, the credit is seen as a facilitator of life projects, but, on the other hand, is conceived as part of an entity that, instead of helping, hinders and complicates access to higher education.

Methods and uses of learning assessment during the Covid-19 pandemic. Experiences with university professors

2023-07-19T17:16:45+00:00

This research focuses its interest on methods and uses of the learning evaluation results by 205 professors of Law, Engineering and Education, linked to three universities in Bogotá, Colombia, in times of crisis generated by the Covid 19 virus. The research question was: what are the characteristics of the learning assessment practices
carried out by professors from three universities in Colombia, in terms of methods, use of results, and changes caused during the pandemic? The object of study is part of the qualitative approach, descriptive process based on data collection and analysis, through the application of an instrument validated through expert judgment. The results show the incidence of teachers’ practices and learning from fellow teachers in the similar use of oral, written, closed-ended tests, class participation and attendance, and individual written work in the three programs where teachers work. Essays, group oral exams,
fieldwork; and visit reports, focus for training and learning, are of lesser use. During the pandemic, evaluation continues to be assumed as a qualification and the use of technological resources for its development is privileged.

An experience within the framework of project-based learning in higher education settings

2023-10-05T20:42:38+00:00

The purpose of this work is to share the findings derived from a research experience around the socio-formative meaning of project-based learning in a private
higher education center. The study was carried out at a university center in Ecatepec, Mexico. A qualitative methodology linked to action research instrumented from oral and digital narratives was used. Likewise, visiting non-formal educational spaces was implemented within the framework of the project-based learning principles. It is concluded that, although the implementation of the exercise reinforces the idea of the validity of this type of learning as a didactic alternative in higher education spaces, its implementation is complex, as it implies the rupture of an academic culture prevailing in the university curriculum until today.

First year seminars: Their contribution to student persistence and retention

2023-08-21T22:30:16+00:00

The objective of this article is to analyze a set of evidence on the effectiveness of first-year university seminars, based on documentary research on their origin, characteristics, development and theoretical models on which they are based. Useful knowledge is generated for higher education institutions on how to accompany their student populations in the transition process from high school to university, and facilitate their incorporation into the university community and culture. It is concluded that first-year seminars, as long as they meet certain requirements, can contribute to student persistence and retention, within a framework of social justice and equity from a Latin American vision.

Ethics in university education: On the new disciplinary policy of the Universidad de los Andes, Chile

2023-09-21T12:23:31+00:00

Since its incorporation, it is interesting to carry out an analysis of the new regulations for undergraduate students at the Universidad de los Andes, Chile. The article studies the characteristics of this code of ethics according to the literature available on the subject and examines the matter from two angles: the first, oriented towards the dogmatic justification of its inclusion as university regulations, and the second, as part of compliance with a specific student graduation profile. After the analysis of these two perspectives, from a dogmatic, analytical and jurisprudential methodology, the text ends with a balance and conclusion of the challenges of implementing this policy in other universities.

The materialization, in Brazilian educational law, of the duty to educate for citizenship in the scope of university education: An overview of cross-cutting themes

2023-12-13T15:43:02+00:00

This article is the result of an exploratory, documentary research on the following problem: how does university education, by its rules, materialize the constitutional duty, referred to in article 205, to prepare for being a citizen? Its main objective, therefore, is to demonstrate how Brazilian law materializes the obligation of education for citizenship in the context of university education. Therefore, with an overview of education for citizenship at the beginning of Brazilian citizenship, which culminates with education for Brazilian citizenship, the best strategy to materialize the themes of education for citizenship in Brazil, the best strategy to materialize the themes of education for Brazilian citizenship Based on various norms, born within or outside the educational law. From this perspective, it brings each of these themes, allowing the analysis at the end of a panoramic view on the material perspective, in the constitutional scope of Brazilian university education, of the duty to prepare for being a citizen.

The teaching of law through the mediation of literature: A review of theories from the literary experience in Colombia

2023-10-16T16:31:14+00:00

The article seeks to answer the question of what is the contribution that literature makes to law for its understanding and teaching for the Colombian case that, since the constitutional change of the nineties, has meant rethinking the paradigms of understanding and application of law, as well as the strategies for the teaching of its narratives. Especially in the context of a country like Colombia, where after a negotiation process with the FARC guerrilla, a peace treaty was asigned in 2016. As a result of the agreement, the country, accompanied by the work of
the Truth Commission and the Special Jurisdiction for Peace, has found in literature a refuge for the construction of memory and an instrument for resistance, denunciation,
and changes in representations as a path to reconciliation. The research from which the article derives follows the comprehensive hermeneutic paradigm and starts from
the analysis of the discourse of a corpus of literary works based on the categories of analysis proposed from the theoretical references in a classroom research exercise.

A new legal curriculum during the Patria Vieja: Camilo Henríquez and José Francisco Echaurren, reformers of legal education

2023-09-27T16:23:58+00:00

This article examines and places in their context two significant proposals for reforming the content of legal education in Chile developed during the Patria Vie-
ja by two prominent participants in the political processes and the institutional life of the period: Camilo Henríquez and José Francisco Echaurren. This study proposes that,
in the political situation created by the crisis of the Bourbon monarchy, the reform of legal education in Chile became a highly strategic issue from the point of view of the
processes of intellectual and ideological renewal that marked the birth of the Chilean republican project.

The evaluation of legal research published in books and its impact on Colombian higher education

2023-07-06T19:07:15+00:00

Legal research plays a key role in the quality of higher education, particularly in the educational and professional training of lawyers. This article analyzes the framework use by Colombia´s Ministry of Science for assessing legal research works published in books currently in. Based on analytical and empirical examination of the framework and its outcomes, it discusses how this system encroaches upon various fundamental rights and legal guarantees. It also disputes the ineptitude and inequity of the evaluation model, its disagreement with the culture of the legal profession and its impact on conditioning research. Finally, it reflects on the impact of the existent research
assessment framework in the field of legal education and training.

The teaching of law as an interdisciplinary approach: Analysis of the current curriculum of the Law degree at the Universidad de la República of Uruguay

2023-06-01T14:00:00+00:00

Interdisciplinarity in education is a pedagogical strategy that involves collaboration among various disciplines in order to generate new and shared knowledge.
There are numerous scientific articles that support the idea that the teaching of law should be approached from an interdisciplinary perspective, thus encouraging interaction and exchange of knowledge with other disciplines within the field of social sciences. This approach takes on significant importance when exploring specific areas, such as the study of the environment. This article, with a qualitative approach, focuses on analyzing the role of interdisciplinarity in the current curriculum of the Law degree program at the University of the Republic of Uruguay. The objective is to characterize the level of
integration of these disciplines with other university services. In order to carry out this research, documentary analysis of the study plans of the Law School of the University of the Republic was used as the main technique. It is concluded that the current curriculum does not provide a place for interdiscipline, advocating multidisciplinary teaching.

The urgence and need for teaching comparative law in Latin America: Special reference to the situation in Ecuador

2023-03-06T18:05:46+00:00

Central countries doctrine of Western Europe and North America has evolved towards an interdisciplinary understanding of comparative law. Teaching and
research in Latin America has been off the debate and has become entrenched in the formal normativist conception related to the syntactic confrontation of the literal wording of legislative provisions in arbitrarily selected systems. This contribution proposes a comprehensive review of the academic approach in Ecuador requiring the necessary
distinction between micro and macro comparative law, the impact of technical translation, the criteria for the transplantation and reception of categories, as well as its internal evolution.

Images of justice and curricular conceptions of law courses: A comparative analysis between images

2023-03-23T18:15:15+00:00

This work aims to analyze, discuss, and identify similarities and differences between two images created by professors of the Law course at the Federal University of
Rio Grande do Sul, in Brazil, and their reflections on the curricular conceptions of the courses. This article presents, in its first part, the methodological aspects that underlie
and support the comparative analyses of our research, using the documentary method of interpretation, to analyze the images that make up this study, problematizing concepts such as access to justice, social justice, and social inequality. Finally, we address aspects that focus on the curriculum and, in the final considerations, we highlight what emerges from the comparison between the images, especially about curricular perspectives.

For a training of the Brazilian judge in the evaluation of evidence

2023-07-22T22:37:07+00:00

This article discusses the incorporation of training in «evaluation of judicial evidence» for the Brazilian judge. Taking as a starting point the legal treatment of the evaluation of evidence, especially the role that the legal system assigns to the judge, the knowledge, attitudes, and skills that are needed for its good performance are
projected. Finally, an outline is drawn of what would be the training in the evaluation of evidence appropriate to the needs of the Justice System, with emphasis on the use of
active methodologies and the pedagogical potential of the approach to cases of wrongful convictions.

O Captain! My Captain! Teaching criminal law through law in literature

2023-09-15T19:41:19+00:00

Generally, the teaching of law is based on the master class, the study focused on memorization, the lack of interdisciplinary training and the inadequate training of teachers in legal education. Law and literature in its aspect of law in literature is a valuable didactic resource that enriches the training of lawyers at an interpersonal, interdisciplinary and intercultural level. In criminal matters, the pedagogical requirement of training lawyers based on competencies finds in the theoretical and dogmatic analysis
of literary cases, an opportunity to renew the didactic teaching techniques; therefore, a technical, human and critical learning of law necessarily involves giving literary content to the case method, the inverted class, the seminar and academic writing. The film The
Dead Poets Society by Peter Weird serves as a starting point to reflect on a more cooperative and less hierarchical teaching of criminal law.

Evaluation of learning with a human and comprehensive sense in legal education

2023-12-28T18:22:48+00:00

Evaluating to strengthen student learning in legal training is a task that must be approached in a comprehensive manner, with human sense and considering the commitment acquired by a university. The evaluation is multidimensional because it involves considering both the national legal context, the characteristics of the institution that forms it, the curriculum, and the committed professional profile; in addition to the way in which the academic decides to evaluate and the way in which the student experiences the evaluation. We maintain that to the extent that learning evaluation is done considering the way it is learned, it will tend towards a balanced and coherent relationship between teaching, learning and evaluation.