Law literacy practices in teaching course at two Law Schools in Antioquia

Prácticas de literacidad jurídica en el ejercicio docente en dos facultades de Derecho de Antioquia

Abstract

This paper reviews literacy practices implemented by teachers in law programs at University of San Buenaventura and Envigado University. This is derived from a qualitative, exploratory-descriptive investigation of applied character, by means of a comprehensive hermeneutics analysis applied to teachers´ interviews. The results show that teachers implement some literacy practices without pedagogical intention. They recognize the importance of reading and writing in lawyer´s training processes, but consider that, undergraduate students must handle reading and writing, for this reason they affirm that they do not teach reading and writing even from their specific knowledge. It is pointed out that teachers' literacy practices must have a pedagogical intent, which is linked to teaching to read and write, but in reality it enhances the teaching and learning of specific knowledge.