HOW THOSE WHO MUST DO JUSTICE DO TEACHING ELEMENTS TOANALYZE THE LINKS BETWEEN ACADEMIA AND LAW

Abstract

In this work we will address four questions linked to the perceptions offered by members of the criminal justice system about this institution and the academy where they teach. To do this, we begin with an introduction to the topic of university teaching practices and their relationship with legal training. Regarding the most relevant findings, we were able to analyze some judicial schemes about the academy, or more specifically, the time that our interviewees allocate to teaching activity, and what consequences the latter has. We will also identify the attributes of the academic universe linked to the characterizations made by legal operators about the teaching field, under the assumption that these characterizations play a valuable role in their daily practices. Finally, the topic of their trajectories in both places emerged as a highlight, that is, how it has been easier for them to enter and progress in the judicial or academic field, along with the effects that all this entails. About the methodology, we used the “snowball” technique, interviewing twelve members of the criminal justice system: although it is an exploratory contribution, we managed to advance some categorizations based on certain similarities that we were able to observe.