Avaliação em role-play no contexto do ensino do Direito

Ligia Paula Pires Pinto Sica

Authors

Ligia Paula Pires Pinto Sica Universidad de San Pablo

Keywords:

Teaching methods, Evaluation, Role of the professor, Role-play, Simulation

Abstract

Since the development of certain skills of a Law student is directly related to the study and improvement of the debate about active learning methods, as well as the role of evaluation in the application of these, this work intended to contribute to the debate about the teaching of law through role-play, emphasizing that the evaluation of the student is part of this process.
Thus, the paper addresses the issue of assessment and the teaching method known as role-play in these two aspects: (i) the suitability of the method to the teaching of Law and (ii) tools for assessment of student when applying the role-play, and the role of the teacher as an evaluator. Some assessment tools were also appointed in order to demonstrate that different types of assessment may be required when applying di- fferent teaching methods. The choice among them will depend on the didactic purpose proposed by the professor and/or the activity that has to be carried out. This idea turns away from the idea of evaluation as a simple tool to assess the results of the individual or collective student learning.

Downloads

Download data is not yet available.

References

ACCA, Thiago e Flavia SCABIN, "Clínica de Direito", in Métodos de ensino em Direito, José Garcez Ghirardi (coord.), São Paulo, Saraiva, 2009, pp. 1-22.

AGUIAR, Roberto A. R., Habilidades: ensino juridico e contemporaneida de, Rio de Janeiro, DP&A, 2004.

BERGMAN, Paul, Avrom SHERR e Roger BURRIDGE, "Learning from Experience: Nonlegally-Specific Role Plays", in 37 J. Legal Education, 1987, pp. 535-553.

BLOOM, Benjamin, Max ENGELHART, Edwaurds FURST e outros, Taxionomia de objetivos educacionais, domínio cognitive, Porto Alegre, Globo, 1972.

BROWN, James M., "Simulation Teaching: a Twenty-Second Semester Report", in 34 J. Legal Education, 1984, pp. 638-653.

CASTANHO, Maria Eugenia, "Sobre professor marcante", in Temas e textos em metodologia do ensino superior, Sérgio Castanho, Maria Eugenia Castanho (orgs.), Campinas, SP, Papirus, 2001, pp. 153-163.

FEINMAN, Jay M., "Simulation: an Introduction", in 45 J. Legal Education, 1995, pp. 469-479, p. 470.

FERNANDES, Domingos, Avaliar para aprender, fundamentos, práticas e políticas, São Paulo, Editora Unesp, 2009.

GELPE, Marcia, "Professional Training, Diversity in Legal Education, and Cost Control: Selection, Training and Peer Review for Adjunct Professors", in 25 William Mitchell Law Review, 1999,

GHIRARDI, José Garcez (coord.), Métodos de ensino em Direito, São Paulo, Saraiva,

GIL, Antonio Carlos, Didática do ensino superior, São Paulo, Atlas, 2007.

GORDILLO, Agustin, El método en Derecho. Aprender, enseñar, escribir, crear, hacer, Madrid, Civitas, 1988.

GREENEBAUM, Edwin H. e Phyllida PARSLOE, "Roles and Relations in Legal Practice", in 28 J. Legal Education, 1976-1977, pp. 228-233.

GRÉSILLON, Almuth, "Nos limites da gênese: da escritura do texto de teatro à encenação", in Estudos Avançados, vol. 9, nro. 23, São Paulo, jan/abril 1995, sem indicação de página [fonte: http://www.scielo.br/scielo.php?pid=50103- 40141995000100018&script=sci_arttext].

LIMA, leda Dias de, Luciana RAMOS e Ligia Paula Pires Pinto SICA, Exposições, debates e relatos do "workshop" nacional de metodologia de ensino. Metodologia de ensino juridico no Brasil: estado da arte e perspectivas, São Paulo, Cadernos Di- reitogv, 2009.

PERRENOUD, Philippe, Avaliação: da excelência à regulação das aprendizagens, entre duas logigcas, trad., Porto Alegre, Artmed, 1999.

PÜSCHELL, Flavia Portella, Organização das relações privadas: uma introdução ao Direito Privado com métodos participativos, São Paulo, Quartier Latin, 2007.

RAMOS, Luciana de Oliveira e Vivian Cristina SCHORSCHER, "Método do caso", in Métodos de ensino em Direito, José Garcez Ghirardi (coord.), São Paulo, Saraiva, 2009, pp. 49-60.

SCHRAG, Philip G., "The Serpent Strikes: Simulation in a Large First-Year Cour- se", in 39 J. Legal Education, pp. 555-556.

SICA, Ligia Paula Pires Pinto e Daniela GABBAY, "Role-play", in Métodos de

ensino em Direito, José Garcez Ghirardi (coord.), São Paulo, Saraiva, 2009, pp. 73-87. SNYDERS, Georges, Feliz na Universidade, Rio de Janeiro, Paz e Terra, 1995.

SPIEGELMAN, Paul J. "Integrating Doctrine, Theory and Practice in the Law School Curriculum: The Logic of Jake's Ladder in the Context of Amy's", in 38 1. Legal Education, 1988, p. 257.

STUCKEY, Roy et altri, Best Practices for Legal Education, published in the United States by the Clinical Legal Education Association, 2007 [versão eletrônica extraida do website da Clinical Legal Education Association,http://clea- web.org/1.

VANZELLA, R. D. F. (org.), "Experiências e materiais sobre os métodos de ensino-aprendizado da Direito GV", in Cadernos Direito GV, nro. 18, jul/2007 [disponível em http://www.direitogv.com.br/AppData/Publication/cader- no%20direito%2018.pdf]

VAUGHN, Robert G., "Use of Simulation in a First Year Civil Procedure Class", in 45 J. Legal Education, 1995, pp. 480-486.