Bússola da educação jurídica : direcionamentos para o desenvolvimento de competências profissionais e digitais

Abstract

Rapid global transformations have generated significant impacts across various spheres, stemming from widely recognized challenges and crises. In this context, international organizations have emerged as responses to these challenges, aiming to unite global efforts in addressing the needs of the majority of the world's population. Within this dynamic, UNESCO and other institutions, including the OECD, play a pivotal role by promoting actions that stimulate global reflections on education and its changes. Inspired by the directives of the UN/UNESCO's Agenda 2030 and the OECD's Learning Compass, grounded in significant reports such as those coordinated by Edgar Faure (1972), Jacques Delors (1996), the Regional Project on Education for Latin America and the Caribbean – PRELAC (2004), and the International Commission on the Futures of Education with a perspective towards 2050 (2020), these guidelines and suggestions establish a framework for education, enabling the mapping of essential competencies and knowledge required for professionals in the workforce. This Doctoral Thesis is situated within the Research Line of Education Formation, Policies, and Practices of the Postgraduate Program in Education at the Pontifical Catholic University of Rio Grande do Sul (PUCRS), specifically within the Center for Higher Education Studies – CEES/PUCRS. Embracing a transdisciplinary approach, the research aimed to examine key changes in the formation of law bachelor's degree holders, focusing on professional and technological competencies. The analysis was rooted in the National Curriculum Guidelines (DCN) for Law Courses in Brazil, with the overall purpose of evaluating the development of these competencies among undergraduates and graduates. This descriptive, qualitative research relied on bibliographic and documentary research and was conducted following the principles of Roque Moraes and Maria do Carmo Galiazzi's discursive textual analysis. For addressing the development of Professional and Technological Competencies, an exploratory approach was chosen. Furthermore, the Doctoral Sandwich Program Abroad (PDSE), through the Capes/Print program, carried out at the University of Barcelona, enriched the theoretical foundations, supported by the research group Esbrina — Subjectivities, Visualities, and Contemporary Educational Environments. The research results reveal that changes in the education of law bachelor's degree holders require the development of skills and competencies that align with technological, procedural, and emerging societal transformations. The research also points to the necessity of a legal education oriented towards competencies that promote humanistic and emancipatory approaches, and that operate in a transdisciplinary and cross-cutting manner. The analysis of the National Curriculum Guidelines in 2004 and 2018 identified substantial changes in the competencies required of law bachelor's degree holders. The 2018 DCN listed 20 professional competencies aimed at meeting the needs of society and the academic and scientific community. As a result of the discussions and findings, it is concluded that the education of law bachelor's degree holders should be shaped around the cultivation of the six knowledges of the Legal Education Compass: "Learning to Know," "Learning to Do," "Learning to Live Together," "Learning to Be," "Learning to Undertake," and "Learning to Transform." The approach proposed by the Legal Education Compass emerges as a guiding framework, delineating a path that takes into account the urgent demands of contemporary society. By adopting the six fundamental pillars, this approach seeks to equip legal professionals with a flexible and adjustable, updated, and high-quality education. The Compass aims to empower students to act astutely, critically, and ethically in an ever-evolving landscape.