SHOULD EMOTIONS BE NORMATIVE IN THE CLASSROOM?

NOTES FOR THE DEBATE ON THE STATUS OF EMOTIONS IN STUDENT-CENTERED METHODS IN LEGAL EDUCATION

Authors

  • José Garcez Ghirardi Fundação Getúlio Vargas

Keywords:

Legal education, emotions, Socratic method

Abstract

This article argues for the need t of Brazilian legal education scholars to discuss the status of
emotions in the classroom. Demands based on the emotional discomfort that students
experience when exposed to some themes and activities have become recurrent since the first
decades of the twenty-first century. It is argued that this postmodern sensitivity is incompatible
with the modern logic that still structures the functioning of law schools in Brazil. This point is
presented via the exam of contemporary criticisms of the use of the Socratic method. The main
theoretical references are Sennet, 2015, Paul, R., et al, 2016, Sokoloff, 2020.

Author Biography

José Garcez Ghirardi, Fundação Getúlio Vargas

Professor Associado e tempo integral da FGV Direito SP (Graduação, Mestrado e
Doutorado). Pós-doutorado no Collège de France (2017), Chaire État Social et
mondialisation, com bolsa FAPESP, e na UNICAMP (2004). Mestre e Doutor em Estudos
Linguísticos e Literários em Inglês pela Universidade de São Paulo (1995 e 1998). Advogado
formado pela Universidade de São Paulo (1985). Coordenador do projeto CAPES-Print/FGV
"O Direito na Era Digital". É autor, entre outras obras, de Prisões, bordéis e as pedras da lei:
ensaios em Arte e Direito (Del Rey, 2020), Narciso em sala de aula: novas formas de
subjetividade e seus desafios para o ensino (FGV, 2016), O Mundo fora de Prumo:
transformação social e teoria política em Shakespeare (Almedina, 2011) e O Instante do
Encontro: questões fundamentais para o ensino jurídico (FGV, 2012).

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Published

2024-11-03

Issue

Vol. 18 No. 2 (2024): Revista Direito Mackenzie

Section

Historicism of Law and Legal Rationality and Social Systems

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Copyright (c) 2024 José Garcez Ghirardi

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