The building of the Law professor in Higher Education: a analysis of narratives of teaching development

Abstract

This present article aims to analyze how a professional with a bachelor’s degree in Law becomes a professor in Higher Education without pedagogical development during undergraduate and graduate courses. For this discussion, we ground on the cultural-historical perspective, which discusses human development based on signs and social relations; on the enunciative-discursive perspective, which considers the dialogic character of language; and on the considerations of those who discuss narratives. In this article, we present the narrative analysis of interviews with bachelor professors from the Law School of a private college in the countryside of São Paulo. Our research shows that the professional becomes a professor by validating themselves on the examples of other undergraduate professors and on their particular experiences – as a student and as a teacher – in the classroom since the work of continuing education in Higher Education is still a very distant scenario.