ACTIVE METHODOLOGIES IN LEGAL EDUCATION (1995–2025): MAPPING NATIONAL SCIENTIFIC OUTPUT AND ANALYZING RESULTS

Abstract

This article maps and analyzes the national body of research on active learning methodologies in legal education from 1995 to 2025, focusing on conceptual frameworks, pedagogical strategies, observed outcomes, and implementation challenges. The corpus comprises 30 studies sourced from databases such as SciELO, Periódicos CAPES, Google Scholar, and the CAPES Catalog of Theses and Dissertations, including articles, theses, dissertations, and a technical-scientific book. The analysis reveals a consensus regarding active methodologies as strategies centered on student agency, the problematization of reality, and the integration of theory and practice, frequently citing Freire, Dewey, Ausubel, Moran, Knowles, Mezirow, and Illeris. The studies indicate consistent gains in engagement, motivation, and the development of cognitive and socio-emotional competencies, as well as isolated evidence of positive impacts on institutional indicators, such as Enade scores and OAB (Bar Exam) pass rates. However, significant limitations persist, notably the prevalence of literature reviews and experience reports, a scarcity of experimental or longitudinal studies, faculty and institutional resistance, large class sizes, and the persistence of an assessment culture focused on content memorization. The study concludes that while the national literature acknowledges the potential of active methodologies to redefine legal education, it also underscores the need for greater conceptual precision, institutional policies for faculty development, and more robust empirical research into their impacts.