Emotional management for teaching law: A permanent challenge for an education that aims to be critical

Abstract

The importance recognized to didactics inserted in formal preschool, primary and secondary education, does not reach the same notoriety in of higher education, especially in law courses. One of the factors that determines this reality is the belief that the pedagogical space in which future lawyers, judges, prosecutors and other legal actors are trained must exclusively seek the development of the cognitive capacities of students. This article aims to open reflection towards spheres of legal training that escape traditional rationality. This is practical-normative research that seeks to advance the discussion on how emotions can be part of the classroom and the didactic-pedagogical concerns of Law professors. To do this, the experience of Professor Senthorun Raj, at Keele University, is called upon. It is concluded that the topic of emotions can be worked on in autonomous subjects or transversally based on a critical-reflective intention. Reflecting on the loyalties of law through emotions is a powerful methodological-critical key.