- TEACHING METHOD: documentary production, through which students look to portray a specific legal problem in audiovisual language, and in the light of a theoretical tool.
- REQUIREMENTS: The activity began in the first day of class and it was developed during the semester. There was an introductory class to the audiovisual language and documentary production technique for the guidance of students. The dynamic went parallel to the theoretical classes about the key concepts of interface field between law and social sciences.
For the debate about the ethical questions surrounding the audiovisual record, it was recommended the reading of João Moreira Salles, "A dificuldade do documentário", in Martins, Eckert e Novaes (org.), O imaginário e o poético em ciências sociais, Bauru: Edusc, 2005, pp. 57-71.                                   
- INTRODUCTION TO THE DYNAMICS: the dynamics was developed in 4 different moments, 2 of them of dedicated to the preparation and 2 of them dedicated to the execution and evaluation:                                                     
1^st MOMENT: on the first class of the dynamics, students gathered in the Computer Lab. The professor gave each student an exercise calling for the description of a specific legal problem, and the reasons why the student considered this a harmful, disturbing, destructive, unethical and harmful problem (Attachment 1). The students were able to consult the internet to build this problem. It was understood as a concrete legal problem a situation where it was possible to indicate "where", "how" and "who" was involved. The situation should also be current or have current implications. In the end of the class, the students gave the exercise to the professor.
2^nd MOMENT: After a few theoretical classes to which the students read some epistemology, anthropology and sociology texts that developed conceptual tools for observing the legal problems. In the second class of the dynamics, the professor gave each of them a second exercise calling for a tool, a concept, a formula, or a theoretical distinction selected to observe, analyze or develop one or more aspects of the legal problem that were initially chosen. In the same exercise, they were asked to prepare a paragraph that articulated the specific legal problem with the chosen theoretical tool (Attachment 2).
- DEVELOPMENT OF THE DYNAMICS: It involved the creation of the documentary.
3^rd MOMENT: After other lectures, in the third class of the dynamics, the professor showed to the class the problems of each and divided the classroom in groups. The groups were formed by the students themselves, according to the affinities of concrete legal problems that each of them had. They gathered according to their interests. Thus, for example, several students with gender problems got together and formed a group. There was no limit regarding the number of people, and there were students who preferred to be alone. Each group received an exercise in which they should formulate an argument to gather the selected legal problem, an approach from the theoretical tools discussed in class and, three, a development strategy of their audiovisual product, explaining which people they would interview, which they would shoot, etc. (attachment 3). This was a documentary script. It was stipulated that the videos should be up to 5 minutes. The students had 20 days to prepare documentaries, and they could talk to the professor to ask questions in the meantime.                                                                
- END OF THE DYNAMICS: It involved the presentation of the documentary and the professor's feedback time for students.                                                                                                            4^th MOMENT: In a specific class, the documentaries of the groups were presented to the entire class. For each documentary, it was booked up to 20-30 minutes including presentation, group discussion and comments from the professor. It was questioned whether the content was consistent with the proposed approach, and what the documentary showed about the students themselves (allowing them to discuss questions related to the "point of view" of the documentary filmmaker and researcher), in addition to the narrated stories and articulation made with the data content in the classroom.
- ATTENTION IN THE CLASSROOM: 
1) The students should know that images, soundtracks, sounds and noises are copyrighted. The professor showed them websites that offer free access to these materials. It also advised about the term of authorization of use of voice and image of the interviewed;                              2) It is important to leave enough time for all documentaries to be watched and discussed, so that the students can have a feedback of their work. Depending on how many groups and produced documentaries, the 4^th moment can take more than one class.