Metodologias ativas com tecnologias da informação e comunicação como práticas pedagógicas nos cursos de Direito de Alagoas

Abstract

This research sought to understand the contributions that active methodologies bring to the law student during the training process and how they are applied in this course. The National Curricular Guidelines (NCG) of the Law course indicate requirements for higher education institutions (HEI) to outline the new profile of the graduate, being concerned with both teacher training and skills and how this professional needs to prepare and adapt their classes from the perspective of information and communication technologies (ICT). In addition, types of active methodologies with ICT were listed as didactic strategies in higher education, seeking to identify them in law courses in Alagoas and how teachers are being trained to use them in the classroom. For that, we count on a qualitative approach, with case study and documentary research, through the analysis of the Pedagogical Projects of four courses of Law of Alagoas, norms like the NCG, Law of Guidelines and Bases of National Education (LDBEN, 1996) and the Proposals for the Improvement of the Legal Education Regulatory Framework that demonstrate the importance of ICT during the process of graduating students. In this sense, questionnaires were applied with the teachers and interviews with the coordinators of the selected courses. The analyzed data served to clarify the possible contributions that the law student can and needs to have from the use of active methodologies by the teacher, generating in this student greater autonomy to make him a professional capable of solving problems that today's society demands, with a critical sense and in a more reflective way.