THE TEACHING OF LAW IN CRISIS: CONTRIBUTIONS OF EDUCOMMUNICATION TO THE TRAINING OF THE CONTEMPORARY JURISTIAN

Abstract

Abstract

Legal education is currently facing a structural crisis marked by the predominance of formalistic pedagogical models focused on normative memorization and unidirectional transmission of legal knowledge. This approach has limited the development of critical thinking, argumentation skills, and the understanding of law as a social and communicative practice. This article analyzes such a crisis from a theoretical perspective, proposing educommunication as an approach capable of contributing to the training of the contemporary jurist. Through a dialogue between legal argumentation theory, legal pedagogy, educommunication, and critical thinking, it is argued that teaching law necessarily involves a communicative act that requires dialogue, participation, and collective construction of meaning. The article also examines how legal formalism may function as a pedagogical obstacle and a form of symbolic violence within the classroom by excluding student voices and reinforcing hierarchical academic relations.