<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062017000200408</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n55.p408-427</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino do direito no Brasil. As vozes das pesquisas]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of law in Brazil: the research&#8217; sounds]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza del derecho en Brasil. Las voces de la investigación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilalva]]></surname>
<given-names><![CDATA[Adriana Mallmann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Leandro Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lorandi]]></surname>
<given-names><![CDATA[Paulo Angelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica de Santos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Tecnologia de Santos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Católica de Santos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>55</numero>
<fpage>408</fpage>
<lpage>427</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000200408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000200408&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000200408&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A an&#225;lise do ensino universit&#225;rio demonstra a necessidade da melhoria da doc&#234;ncia. No curso do Direito h&#225; &#234;nfase no tecnicismo devido ao forte car&#225;ter liberal dos ju&#237;zes, promotores e advogados em condi&#231;&#227;o de professor, com aus&#234;ncia de identidade docente. Utilizando-se a metodologia da revis&#227;o sistem&#225;tica em disserta&#231;&#245;es e teses produzidas em programas de p&#243;s-gradua&#231;&#227;o em Educa&#231;&#227;o e Direito no Brasil, sem limitador de tempo, buscou-se trabalhos vinculados ao tema da forma&#231;&#227;o docente. De um total de 79 trabalhos encontrados nos bancos de teses da Capes, concluiu-se a leitura de seis trabalhos de nove inicialmente selecionados Tr&#234;s categorias foram recorrentes: aus&#234;ncia de forma&#231;&#227;o pedag&#243;gica, necessidade de forma&#231;&#227;o continuada e identidade docente. Conclui-se que a forma&#231;&#227;o do docente de Direito se baseia na cultura geral, em conhecimentos adquiridos na faculdade e nas experi&#234;ncias docentes e pessoais. Criar a&#231;&#245;es podem melhorar o processo de forma&#231;&#227;o do docente universit&#225;rio. Os dados mostram que os docentes da &#225;rea acreditam em forma&#231;&#227;o continuada de car&#225;ter pedag&#243;gico, o que facilitaria a rela&#231;&#227;o professor-aluno em todos os aspectos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The analysis of higher education demonstrates the need of improving pedagogic strategies for the teaching. In law school, judges, prosecutors, and lawyers on condition of a teacher with strong liberal character establish an emphasis on the technicality, with an absence of teacher identity. We use the systematic review as the methodology. We searched dissertations and theses produced in graduate programs in education and law in Brazil. It was not established time period as criteria linked to the topic of teacher education. 79 studies were found at Capes Database. Six studies were selected initially. Three categories were determined: the absence of pedagogical training, need for continuing education and teaching identity. We concluded that the formation of the law school is based on the general culture, in knowledge gained in college and personal experiences. Actions can be generated to improve the process of professor preparation. The results show us that law professor believes in continuing training of pedagogical character, which would facilitate teacher-student relationships in all aspects. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El an&#225;lisis de la educaci&#243;n universitaria demuestra la necesidad de mejorar la ense&#241;anza. En el curso de Derecho hay &#233;nfasis en tecnicidad debido al fuerte car&#225;cter liberal de los jueces, fiscales y abogados sobre su condici&#243;n de profesor, con la ausencia de la identidad docente. Utilizando la metodolog&#237;a de revisi&#243;n sistem&#225;tica en las tesis y disertaciones producidas en programas de postgrado en Educaci&#243;n y en Derecho en Brasil, sin l&#237;mite de tiempo, se buscaron trabajos vinculados al tema de la formaci&#243;n docente. Se encontraron un total de 79 trabajos en el Banco de Tesis de la Capes. Se concluy&#243; la lectura de seis obras, de las nueve seleccionadas inicialmente. Tres categor&#237;as fueron constantes: la ausencia de formaci&#243;n pedag&#243;gica, la necesidad de educaci&#243;n continua y la identidad. Se concluye que la formaci&#243;n de los docentes en Derecho se basa en la cultura general, conocimientos adquiridos en la Universidad y en sus experiencias personales. Crear acciones pueden mejorar el proceso de formaci&#243;n del docente universitario. Los datos nos muestran que los profesores en el &#225;rea creen en formaci&#243;n continua de car&#225;cter pedag&#243;gico que facilite las relaciones profesor-alumno en todos los aspectos. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência Universitária]]></kwd>
<kwd lng="pt"><![CDATA[Ensino do Direito]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="en"><![CDATA[University Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching Law]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Universitaria]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza del Derecho]]></kwd>
<kwd lng="es"><![CDATA[Formación del Profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
