Banca de DEFESA: Victor Alves Magalhães

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Victor Alves Magalhães
DATE: 26/02/2026
TIME: 14:00
LOCAL: / https://teams.microsoft.com/meet/26661543405630?p=ltR5pcIqKrAuPYjGU9
TITLE:

Professor Training: Confluences and Dissonances of the Regulatory System of Higher Education in Law

KEY WORDS:

Higher Education. Law. Teacher Training. Regulation. Rating.

PAGES: 446
BIG AREA: Ciências Sociais Aplicadas
AREA: Direito
SUMMARY:

This research aimed to investigate how public educational policies, focused on teacher training in higher education, affect (or do not affect) the institutional reality of the courses that have the best Postgraduate Law Programs (PPGD) in Brazil, since 2012. The hypothesis of this thesis is that the andragogical (or university pedagogical) training of future legal professionals has had little structural-normative relevance on the part of the Public Administration, when compared to the field of research and student training. The research combined quantitative and qualitative methods (content and discourse analysis), initially conducting a systematic literature review to outline the state of the art of the topic and, subsequently, analyzing federal (macro) regulations and public policy guidelines (such as the LDB, DCNs, SINAES and documents linked to CAPES or MEC) in contrast with the institutional documentation (micro) of the Law courses that have the Postgraduate Programs with the best evaluation in the country (grade 7): USP, UFMG and UnB. A parameterization grouped into 4 axes was employed in the analysis of the HEIs, classifying the institutional reality as "absences" or "existences" and "risks" or "opportunities," adapting the idea of a SWOT matrix. The data analysis revealed quality criteria that do not stimulate teacher training, but rather a preponderant focus on research, with teaching and teacher training being treated in a subsidiary manner or with low weight in the evaluative criteria, as well as course practices that can serve as inspiration and others that are worrying, from the perspective of teacher training. It has been shown that the priority given to training researchers, induced by the CAPES evaluation system, generates a mismatch between what is required of teachers (by the National Curriculum Guidelines) and what is valued in their training, resulting in a product that allows the academic community to compare the basic, recommended, and necessary parameters for implementing teacher training in a Law course and, more specifically, in a Graduate Program in Law, based exclusively on what is currently foreseen in the Brazilian educational legal and administrative framework. It was concluded that teacher training for higher education in Law therefore requires professionalization and class recognition on the part of the teacher, a balance between the teaching-research-extension triad, and the equitable valuation of pedagogical and scientific capital in evaluation and funding procedures. It is necessary to create a material base for teachers to practice their profession before demanding the improvement of their labor.

COMMITTEE MEMBERS:
Externa à Instituição - THAÍS ARAÚJO DIAS - UECE
Externo à Instituição - GUSTAVO CÉSAR MACHADO CABRAL - UFC
Presidente - 1874025 - INEZ LOPES MATOS CARNEIRO DE FARIAS
Externo à Instituição - JURACI MOURÃO LOPES FILHO - UNICHRISTUS
Interno - ***.236.513-** - MATHEUS CASIMIRO GOMES SERAFIM - UnB