PROJECT-BASED LEARNING IN LEGAL EDUCATION: AN EXPERIENCE REPORT IN THE SUBJECT OF CHILD AND ADOLESCENT LAW
DOI:
https://doi.org/10.63330/aurumpub.038-009Keywords:
Legal education, Active methodologies, Project-based learning, Guardianship Council, Children's and adolescents' rightsAbstract
This study analyzes the application of Project-Based Learning (PBL) in the subject of Child and Adolescent Law, focusing on the articulation between theory and institutional reality. It is a descriptive, qualitative experience report developed with seventh-semester law students at the State University of Rio Grande do Norte (UERN). The pedagogical approach integrated theoretical content, field research in Child Protection Councils, interviews with council members, and the creation of academic and educational products. The experience was structured around a driving question related to the role of Child Protection Councils in the protection of children and adolescents. The use of PBL facilitated the connection between legal content and concrete situations, contributing to the development of skills in interpretation, problem analysis, research, communication, and teamwork. Furthermore, it highlights the increased student autonomy and greater student involvement in the learning process. As products of the PBL (Project-Based Learning), an educational workshop on the so-called "Digital ECA" (Law No. 15.211/2025) and a scientific article were developed, highlighting the integration between teaching, research, and outreach. It is concluded that PBL is a relevant strategy for legal education, especially in areas that require an understanding of the social context and institutional action.
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