- TEACHING METHOD: Critical reading, in which students should critically read a brief history of the position occupied by the countries in terms of production and exploration of oil and also the contracts for production sharing in each country;                                              
- REQUIREMENTS: There is no previous required reading. Reading materials are available during the workshop;                                                                                                - INTRODUCTION TO THE DYNAMICS: at the beginning of class (10min), the professor delivers and comments to the students a short text explaining that they should promote a comparison between the production sharing contracts - and the legal rules applicable to them - Brazil, India and Angola, and providing information about India and Angola to justify the choice of countries (importer/exporter, exploration risk, etc.);
- DEVELOPMENT OF THE DYNAMICS: the students gather in groups of four members and are placed in contact with the contracts and laws of these countries. It demands that the groups produce a comparative table (1 hour of activity), which incorporates the provisions of each one of the production of sharing/regulation contracts - and reflection on any differences - on the following aspects: (i) the existence of predictions of the domestic market supply (and if so, how it was designed - always considering both the contract and the regulation); (ii) the circumstances change predictions (and if so, how it was designed - always considering both the contract and the regulation); (iii) the prediction of an unforeseeable circumstance and greater force (and if so, how it was designed - always considering both the contract and the regulation); and (iv) the possibility of changing the percentage on the profit on oil sharing; (v) ensuring the right of cost oil ownership; and (vi) the change in the term of the contract. The extent of the exercise requires that all group members wield effectively contracts and the regulation of each country. The professor walked around them to say the question of risk allocation mechanisms through ex ante and ex post, prompting students to fit aspects that seek the division, as well as answer any doubts and share them to the class. The final product, that was to be sent to the professor after class, was the comparative table;
- END OF THE DYNAMICS: The professor makes comments at the beginning of the next class (30 min) on the forwarded frames and the general framework, promoting a Socratical dialogue for students to express their perceptions in terms of different designs of national market supply clauses;
- ATTENTION IN THE ACTIVITY:
1) During the development of the activities, it was noted that the identification and consideration of all aspects committed the working time of groups. To avoid this, it can be distributed some aspects or models for different groups, allowing a discussion led by the professor in the end of the class for universal findings and reflections.
2) It is recommended that the professor thinks about the need of a previous preparation for the most detailed activity with a more synthetic end, or a more detailed end with a more synthetic previous preparation.

OBSERVATION:

1) To make it clear to students that are treating of ex ante and ex post mechanisms of risk allocation, the professor can determine a mandatory prior reading and/or make timely interventions during the discussions of the groups. The professor can also make interventions and make the reading available later.