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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Evaluation of the current teaching of notarial law and the incorporation of constructivism as an innovative educational current at the postgraduate level
Authors
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Florencia Aurora Ledesma Lois
Facultad de Derecho Universidad Autónoma Queretaro
https://orcid.org/0000-0002-2734-6234
Abstract
The latin notariat of which Mexico and Chile are part, is made up of legal proffessionals chosen by the state to provide security to the documents that contain legal acts that are presented by individuals; therefore, they are recognized worldwide as a legal institution that must mantain high disciplinary preparation. It is the case that the Faculty of Law of the Autonomous University of Queretaro, in collaboration with the Council of Notaries of the State, is one of the few Mexican institutions that offer a proffessional educational program open to all applicants in the country to update themselves in said discipline; however, it is important to highlight the problem that persists within the teaching staff, by continuing to use the traditional paradigm within the teaching of subjects at the postgraduate level, standing out that the evolution of the thematic content must be accompanied by an educational paradigm that allows the acquisition significant learning for students. The hypothesis that is sustained in this article implies the need to move to the constructivist model, in which, the main subject within the educational process of the student himself.
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