Artificial intelligence in Law schools through automatic response generators

Abstract

The current university context is no stranger to the technological advances that exist from artificial intelligence, in particular to the generators of automatic responses through written media. For this reason, in law schools, the debate regarding the scope of human intelligence about artificial intelligence has become relevant. In relation to this debate, the levels of knowledge that are generally taught to law students have been taken up and are organized into four categories: description, procedure, argumentation, and strategy. Although this knowledge has been developed over time in the training of lawyers, it is necessary to evaluate it based on advances in artificial intelligence. Thus, it is proposed how to link artificial intelligence as a pedagogical means in law schools and curricular transformations in legal education are privileged.