3. Producción
Browse
7 results
Search Results
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, From classroom to Zoom: changes in teacher-student interaction in two Peruvian law schools(Universidad de Chile, 2021-01-01)Los cambios en la educación superior producto de la pandemia aún no ha recibido suficiente atención académica, a pesar de que se puede vislumbrar el impacto duradero que tendrán. Los estudios que se han encontrado ponen énfasis en aspectos metodológicos o en la tecnología usada para las clases, pero no se enfocan en los cambios que han operado a nivel intersubjetivo. Son, además, preeminentemente cuantitativos. En el presente estudio, analizamos en detalle las opiniones y vivencias de estudiantes de Derecho en torno a los cambios en su interacción con los docentes. El estudio se basa en entrevistas a estudiantes de dos universidades privadas en Perú. A partir de nuestro análisis de la información, damos cuenta de ejes temáticos que muestran los cambios que han tenido lugar: (i) del encuentro personal a la formalidad del correo electrónico, (ii) de la atención y la participación en el salón a la cámara, el micro y la grabación, (iii) del docente en el salón al docente en la cámara, (iv) de contacto directo individual al grupo, los intermediarios y la regulación. Los resultados dan cuenta de una doble dimensión en la interacción: por un lado, el entorno y el canal en que esta tiene lugar y, por otro, el lado intersubjetivo. En base a la metodología grounded theory, nuestro estudio pretende recolectar información que nos permita construir poco a poco una teoría acerca de la interacción docente-estudiante, que se centre en mostrar cómo lo físico (el entorno, el canal, el lugar de encuentro) se conecta con lo intersubjetivo y el aprendizaje. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Dimensions of the interaction and importance of the dialogue in the teacher-student relationship(Universidad de Chile, 2022-01-01)In this paper we analyze the experiences and opinions of a group of law professors about the interaction with their students. We seek to account for which dimensions of interaction are focused by teachers, in contrast to those highlighted by students in previous research. The results show that teachers emphasize the pedagogical dimension of the interaction, while students place more emphasis on the intersubjective dimension. Likewise, we notice contrasts in topics such as the opinion about student participation or the characteristics that make a teacher and a student recognizable. We also address the regulatory dimension of interaction, in problems such as plagiarism. Teachers tend to operate with a behavioral logic (punishments, reinforcements) and focused on the pedagogical (change types of evaluation to prevent students from copying). In the various points of this research, the absence of dialogue (both face-to-face and virtual) is shown as a way to understand the experience and opinion of the other and, on that basis, strengthen the interaction and deal with the problems that arise in the classroom. Although there are moments of valuable dialogue, the conceptions themselves about what happens prevail, as well as the primacy of the visual over the verbal as a vehicle to know about the other. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Teaching Law and Evidentiary Reasoning Through the Case Study Method: Arguments for Its Adoption and Adaptation to Virtual Contexts(Universidad de Chile, 2023-06-01)This article proposes a review of the use of the case method in legal education. This is a teaching method that has had a greater development in countries of the Common Law tradition such as the United States or the United Kingdom, but which, however, can also be very useful in countries of the Eurocontinental tradition. Specifically, we propose that the case method could be used in a very useful way for the teaching of evidentiary reasoning problems, among which are the structure of an evidentiary inference, the evaluation of evidence and the analysis of evidentiary standards. Our analysis will be exemplified with cases extracted from Peruvian jurisprudence. Finally, we evaluate the prospects of the proposed method of teaching in virtual contexts. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Transnational Legal Clinic Collaboration: A Force in Global Climate Litigation(Cambridge University Press, 2025-07-01)Global challenges such as climate change demand transnational responses, including from legal clinics. Building on earlier community legal clinic and international human rights clinic models, transnational legal clinics combine the objectives of legal clinics with the framework of transnational law to work across domestic and international planes. This article focuses on a Canadian–Peruvian legal clinic collaboration to research and draft an amicus curiae brief for landmark climate litigation in Peru. While the global north–south axis of collaboration raises structural challenges, adopting a transnational approach unites participants around the principle of solidarity and decentres assumptions about expertise. A transnational approach also contributes to the progressive development of law, in this case by offering insights into remedies in climate litigation. Overall, we argue that transnational legal clinic collaboration can spur participants' reflective learning and make substantive contributions to the growing number of climate cases.4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Trabajar con lo vivido: Aprendizaje situado y formación ética en la enseñanza del derecho(Universidad de Chile, 2025-12-27)¿Dónde se forma la ética profesional de quienes ejercen el derecho? En parte, se construye en las primeras experiencias de contacto con el mundo profesional. Ligadas al esquema formativo de cada facultad de derecho y a la regulación de cada país, esas experiencias pueden darse en paralelo a la formación que tiene lugar en las universidades. En el Perú, por ejemplo, los y las estudiantes deben realizar, por lo menos, un año de prácticas preprofesionales para poder optar al título de abogados. Las investigaciones acerca de las vivencias de estudiantes en este primer contacto con el mundo profesional muestran el impacto que tiene en aspectos como la reflexividad y la agencia ética. En muchos casos, se trata de un impacto problemático. En este trabajo describimos y evaluamos una innovación pedagógica: el curso piloto titulado «Aprendizaje en el ámbito preprofesional». La experiencia nos mostró que, a través de la metodología del aprendizaje situado, es posible que los y las estudiantes narren y formulen sus vivencias como practicantes preprofesionales, en diálogo con otros estudiantes y con aproximaciones teóricas relevantes. En dicho proceso pueden desarrollar nuevos modos de concebir lo que acontece y, sobre esa base, fortalecer su reflexividad y agencia ética.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The comprehensive teaching of legal research in the university: The pedagogical tools for its planning and execution(Universidad de Chile, 2025-01-01)El objetivo de este artículo es contribuir a la docencia de la investigación jurídica universitaria a través de la propuesta de herramientas pedagógicas que permitan al profesor enseñar esta materia, considerando sus particularidades y las necesidades de los estudiantes. El texto presenta un contenido temático básico para el curso y se comentan las buenas prácticas implementadas por los autores a partir de su experiencia docente en investigación. Se plantea que la enseñanza de la investigación jurídica debe ser articulada y contextualizada, con el fin de adoptar un enfoque integral que contemple las necesidades del profesor y como de los estudiantes.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, La ilegalidad no formulada: Vivencias de estudiantes de derecho en su contacto con el mundo profesional(Pontificia Universidad Católica del Perú, 2024-09-06)In their first contact with the professional world, law students experience diverse situations in which the law that regulates their internships is violated. In this research, we seek to understand how law students formulate those experiences, that is, the way in which they give them a particular meaning. Drawing from hermeneutical approaches to psychoanalysis, we start by recognizing that the way in which people formulate their experiences is not neutral: between different possible meanings, people elude those that show an intolerable image of themselves and their context. In this paper, we argue that law students don’t formulate the situations they experience, in which regulation and their rights are violated, as illegalities and violations of professional ethics standards. On the contrary, in different manners, they justify what happens, adapting to the events with fatalistic views of the professions’ environment, which is presented as not regulated. This occurs in an institutional context (that of law schools) where these problematic situations are not recognized and are not pedagogically addressed, which makes it more difficult for law students to formulate them differently. By gaining consciousness on how they formulate their experiences and trying different formulations, law students’ might develop and increase their agency, in order to deal with situations in which regulation is infringed in the professional context.2