Abstract:

The context of this article is based on the use of Challenging Learning (ABD) in order to verify the possible transformation of teaching and learning practices in the course of Law, not exhaustive, but inducing the understanding of theoretical concepts from real situations and present in the social context. The purpose of the text is to verify if the moot court can be evidenced as a format of the active methodology called team-based learning (TBL). This article can be classified as an experience report, in which the ABD methodology is used in the stricto sensu Postgraduate course, with the purpose of assisting students in the elaboration of research topics. Thus, the ABD proposal is coupled to the research process, presenting a research topic related to the student focus, whose stage of engagement and definition of the challenge are presupposed for the definition of search terms for the accomplishment of bibliographic research in the Scopus and Web of Science. The methodology used was based on the selection of a specific time period and selection of up to 4,000 documents in the Scopus database and extraction of the complete metadata in CSV, and, in a timely manner, the selection of up to 2000 documents Web of Science, by importing the metadata into TXT format. After such actions, we generated graphs of terms co-occurrence and bibliographic coupling in the VOSviewer and exported in GML to Gephi, running the following metrics: medium degree, network diameter, class modularity, PageRank and eigenvectors centrality. The graph was generated with the Force Atlas 2 or FruchtermanReingold algorithm. The results of the research and the elaboration of questions directed the bibliographic research, analysis and interpretation of the information collected with the purpose of elaborating a report containing the research proposal that refers to the teaching and learning practice in Higher Education Law with the use of methodology active: moot court considered, in the present work, as part of the active methodology Team-based learning. The documents retrieved do not bring together the terms moot court and team-based learning, but the terms generated from the result analysis form a set of similar meanings, giving rise to the essential question of the research: if moot court can be considered a methodology of team-based learning. It is concluded that the application of the ABD guides the research process and the elaboration of qualified bibliographic indicators, endorsing the qualitative construction process of reviewing the literature of the subject that is proposed and indicating the approximation of moot court to TBL.

Keywords:

Moot court, Team Based Learning (TBL), Legal Education, Active Methodology, Teaching and learning, Challenge-Based Learning (ABD).