Educação jurídica na Faculdade de Direito da UFBA

um estudo de caso à luz da teoria dos sistemas

Abstract

Participation in decision-making processes has become an important issue in the scope of public policies. However, the literature shows that students' expectations about their own inclusion are ignored by legal educational organizations despite the high dropout rates from legal courses and failure in the OAB exam. This scenario makes second-order observations relevant (LUHMANN, 2016) that aim to analyze the relationship between student expectation / inclusion and the programs of legal education organizations. Thus, the Faculty of Law at UFBA was selected as an appropriate organizational system to investigate the semantics of the inclusion/exclusion of students in the education system and respond: the frustration of students' expectations regarding their inclusion in the education system produces new forms of inclusion and exclusion in this system? Case study and functional comparison (LUHMANN, 2006) were selected as methods and documentary analysis, semi-structured questionnaire and focus group were techniques used in this empirical and qualitative research. The results showed that the student expectation about legal education does not correspond to the educational programs of the FDUFBA, but there is evidence that this disappointment stimulated the creation of student organizations that promote inclusion and legal education through teaching/research/extension practices with academic-scientific/business/racial/sport/gender bias.