- TEACHING METHOD: role-playing and simulation. 
- REQUIREMENTS: there were needed approximately 15 meetings, using the first seven to work concepts, skills and competencies through lectures, Socratical dialogue, etc. The content of the preparatory classes were general notions about the Arbitration Law (Law no. 9307/96), the arbitration agreement, the arbitration agreement and the autonomy of the arbitration clause, the competence-competence, the applicable law and thirst arbitration, complex arbitrations, the contentious pre-arbitral litigation, precautionary measures and anti-arbitration, arbitration requirement, answer and counterclaim, jurisdictional objections, writing techniques of pleadings in arbitration, arbitration and construction contracts. The simulation took place from the 8^th to the 15^th class, in which there were worked texts and content involving the topics that affect the development of the dynamics.
- INTRODUCTION TO THE DYNAMICS: at the first class of the course, the professor explained that there would be a dynamics and defined the roles the students would play, as follows: a judge, two arbitrators, five or more witnesses (three are technical and two are of fact and may vary according to the number of students), and lawyers of the parties, divided between those who will make the pre-arbitral litigation, and those who will do the written part of the arbitration and those who will take care of the arbitration hearing. The arbitrators were chosen by the students from five candidates who volunteered in the first class. The candidates circulated their resumes to the class and there were the parties’ lawyers that nominated two colleagues who participated as the other arbitrators. These two arbitrators chose the presiding arbitrator from a list of five external professors appointed by the class’ professor.
- DEVELOPMENT OF THE DYNAMICS: from a previously fixed schedule, the activity began shortly before the 8^th class. The development of the dynamics was performed out of the classroom, in addition to them, the devoted time was used to train the simulation. The students had to perform the steps of an arbitration proceeding, as described in the schedule (see attachment). The hearing is one of the most important parts of the simulation. Therefore, it was used the entire class to prepare them for hearings in arbitration, developing the skills to question witnesses, go to the arbitrator, develop argumentation, oral presentation, among other skills. Before the day of the hearing, the arbitrators had defined the work order, forwarding it to other students in the class. On the day, the class’ professor acted as an observer to evaluate the student performance. It was left to the presiding arbitrator (visiting professor) to lead it along with the arbitrators-students and be responsible for the ongoing dynamics, such as coordination of the manifestation of the parties, the investigation of the witnesses, the questioning by the judges, among others.
- END OF THE DYNAMICS: part of the class previous to the audience served for the professor to make critical and detailed considerations of student’s participation, but without any discussion on the merits of the claims and arguments. According to the schedule, the two students who acted as arbitrators headed, after the hearing, a sentence report to the professor, as well as to the invited external professor who acted as chairman of the Arbitral Tribunal. After the review of the President (guest external professor), the sentence was sent to the entire class.
- ATTENTION IN THE CLASSROOM: 
1) It is recommended not to use examples or case studies of simulation in the preparatory classes.                                                                                                                  
2) The evaluation and schedule criteria with deadlines should already be in the course program and should be explained in the classroom (see attachment). The prospective arbitrators must be aware of the possibility of not being chosen by room.                                                    
3) It is important to record the hearing audio, or audio and video, so that the arbitrators can have access, if they wish, in order to make the sentence, as well as activity the record for future classes.                                                                                                                               4) It is necessary to detail the most of the script of fact witnesses as well as any eventual technical witnesses. The contact of the parties with their witnesses is free, but it is not possible that there is misrepresentation of scripts, distort facts, etc. All students are advised to follow the ethical rules that involve contact with witnesses in the arbitration. The testimony of these is confidential and it is a work for the professor.                                       
5) If there are more candidates than vacancies for roles, you need to make a draw in the classroom.                                                                                                                  
6) Depending on the choices of students, it is possible that one more part is indicated to the arbitration. In this case, the professor will decide whether lawyers will be transferred or whether they will be the same students who work for one of the other parties.