The student takes on a role, and from there he develops the activities that are assigned by the professor; it aims primarily at making the student think about the facts and build his own arguments based on his adopted role
The simulation is characterized by the creation of scenarios that simulates reality and also by interaction of the students from their different roles. It aims primarily at taking the student to interact, within the scenario, based on his adopted role.
From real cases decisions that are uttered, the professor guides the dialogue making the student develop a legal reasoning through the analysis, interpretation and construction of legal arguments.
From the analyses of complex cases (real or hypothetical) that involve legal and no legal elements, the student develops the capacity of elaborating legal formulations that solve the situation that was presented
It is a dialogue conducted by the professor, in which he is the central tool; the professor uses the students’ discussion to take them to the comprehension and reflection of a concept or a specific topic using their questions
The student or a group of students make a research and present a theme that is not completely known by the class. The main goal is to inform, complete and extend the class’ knowledge. Typically, this is the main part of the class.
The student or a group of students present a text that is already known by the class. The main goal is to systematize, problematize and criticize the text or the objective previously known. Typically, this is the initial part of the class.
The student or a group of students present a Project of academic research, which is in progress or already finished. Typically, it conducts a debate that involves the whole class.
The lecture is the main tool of the class, and with eventual questions from the students, the main goal is to clarify what the professor wants to teach.
The debate is the main tool of the class. The professor acts just at the coordinator and supervisor of the process.
From the reading of documents (procedural texts, contracts texts, legislation texts, etc.) the student makes activities to develop his capacity of analysis, interpretation and comprehension.
From the reading of documents (procedural texts, contracts texts, legislation texts, etc.) the student makes activities to develop his capacity of analysis, interpretation and comprehension.