Pedagogía de la Pregunta en la Enseñanza-Aprendizaje del Derecho, como Innovación Metodológica para Desarrollar el Pensamiento Crítico-Complejo: un Análisis de Caso

Taeli Gómez Francisco; Juan Rubio González; Walter González Morales

doi:10.5354/0719-5885.2019.55306

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Pedagogy of the question in Law teaching-learning, as methodological innovation to develop critical-complex thinking

Authors

Taeli Gómez Francisco Universidad de Atacama
Juan Rubio González Universidad de Atacama
Walter González Morales Universidad de Atacama

Vol. 6 No. 2 (2019)

https://doi.org/10.5354/0719-5885.2019.55306

Abstract

The objective of this research is to contribute in law teaching, conveying the intervention experience in the Law Career in Universidad de Atacama, Chile. Here, the Law Pedagogy Based in Question was developed as a methodological innovation to develop the critical and complex thinking in law student. From this pedagogical strategy, that in a particular way sought to intend the question as a problematizing tactic, the foundations of Question Pedagogy in teaching-learning law are analyzed, using techniques and instruments of participative methodology, relevant information emanated from the experience and the perception of the students who participated was systematized. This give inputs to complete the analysis. In this research there is a discussion and conclusion that it is necessary to give attention to epistemic, political and pedagogical-emotional foundations as essencial factors to put in practice a Question Pedagogy as the base of the development of critical-complex thinking in Law students

Keywords:

Question pedagogy, critical-complex thinking, law teaching

Author Biographies

Taeli Gómez Francisco, Universidad de Atacama

Abogada, Doctora en Ciencias Filosóficas de La Universidad de La Habana, Cuba, Creadora y Directora del Programa para la Enseñanza Integral del Derecho (PEID), del Departamento de Ciencias Jurídicas de la de la Universidad de Atacama, Chile, de donde es Académica Titular, dictando la Cátedra de Filosofía del Derecho y Ética.

Juan Rubio González, Universidad de Atacama

Psicólogo, Licenciado en Psicología, Diplomado en Psicología Educativa y en Pensamiento Complejo en la Multiversidad Mundo Real Edgar Morin, México, Maestrando en Investigación y Docencia en Psicología, en la Universidad de Atacama, Chile. Investigador, Docente y profesional de apoyo metodológico del (PEID).

Walter González Morales, Universidad de Atacama

Abogado, Maestrando en Educación, Diplomado en Docencia e Investigación Universitaria, Académico de la Facultad de Ciencias Jurídicas y Sociales de la Universidad de Atacama, Chile

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How to Cite

Gómez Francisco, T., Rubio González, J., & González Morales, W. (2019). Pedagogy of the question in Law teaching-learning, as methodological innovation to develop critical-complex thinking: Case Study. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 6(2), 37–58. https://doi.org/10.5354/0719-5885.2019.55306