A pedagogia jurídica: as especificidades do trabalho do pedagogo no poder judiciário.

Abstract

The present study, whose title is The legal pedagogy: the specificities of the work of the pedagogue in the judiciary, had as purpose to understand the specificities of the work of the pedagogue in the Judiciary. For this, the research is characterized as being field, having a qualitative and exploratory approach. It was carried out through a semi-structured individual interview with the participation of six pedagogues working in the states of Pernambuco, Goiás and Brasília. The collected data were organized and analyzed based on both thematic and enunciation analysis, supported by the content analysis perspective of Bardin (1997). In the theoretical reference, the thinking of some authors, such as Nóvoa (1992), Saviani (1994), Libâneo (2007), Silva (2015), among others, was approached. The results of this research point to the characterization of Legal Pedagogy as a science of education, being developed by the pedagogue in the Judiciary, through the praxis of the knowledge acquired in the graduation in Pedagogy. Knowledge to be applied by pedagogues in the procedural and extra- procedural fields. The specificities of the work vary according to the needs and fields of action that each Court has. In this way, it was possible to reflect on the richness of possibilities of the use of pedagogical knowledge within the judicial areas, affirming the pedagogue as a professional of education acting in school and non-school spaces.