O currículo de formação em direito na perspectiva dos egressos

Abstract

Aiming to broad our sight on curricular processes in law education, specially in the relationship between the Law Graduate and the knowledge required by professional practice among former students in the Brazilian context, this article aims to understand how the law graduate students, during their professional practice, analyze their graduation’s formation process. Do to so, it presents Law as a human science in its historic context in Brazil, which results in its teaching report, with the consequent analyses of the curricular bases that reflect culture, politics and economy, ending on the analyses of the current National Curricular Guideline of Law Graduation. In the method’s path, a mixed research was made trough collection and data analyses, so that quantitative and qualitative information could be gathered, presenting the collection procedures and data analyses, research participants and ethical considerations about this professional’s formation process and the professional context demands that were presented to them. From the building of signification cores, it was possible to accomplish the analysis and data interpretation, through which was possible to point out that social reality requires a broad and diverse formation from the legal experts, one that meets the new social processes’ requirements for which the Law courses are being prepared to attend, changing itself according to the national curricular guidelines as well as constant market demand movements, presented by modern context. Thereby, it concludes that the former students find support between the knowledge caused by professional practice and the formation received during graduation. Even so, there were also mapped inconsistencies and fragility in the legal expert’s formation that reflect on their practice background.