The conception of justice and its relationship with the pedagogical work of law course professors at a federal public institution
DOI:
https://doi.org/10.5007/2175-795X.2024.e96769Keywords:
Images of justice, Pedagogical work, Law courseAbstract
The aim of this paper is to raise discussions regarding how much the personal conceptions of professors, expressed in images in this research, can impact the production of pedagogical work and this on institutional curricular issues, with the conception of justice being listed for the present analysis. The theoretical framework was based on studies by Ferreira (2017), Lopes and Macedo (2011), Bernstein (1996 and 2003) and Fraser (2002). To carry out this research, two productions were selected from an image bank that included several drawings produced by professors of the undergraduate law course at a Federal Higher Education Institution located in the State of Rio Grande do Sul (RS) and who expressed in drawings what they understood as justice. The productions analyzed here were chosen because they have very different graphic elements and similar characteristics among their creators. The analysis methodology was the Documentary Method of Interpretation (Bohnsack, 2020), which makes it possible to understand the social environment through the image, enabling in-depth analysis rather than a superficial observation of the visual artifact. It was found that the conception of justice presented in each of the drawings refers to different pedagogical works, as the approaches given in the planning, recontextualization and evaluation process will be mediated by the perceptions of what they believe to be important. This plurality of ideas in the production of pedagogical work impacts the construction of the curriculum of a given class, course and/or institution, based on what is interpreted as relevant.
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