The levels of knowledge for the curricular design of Law Schools

Abstract

The expected learning outcomes for law school programs determine what learners should achieve by the end of the training process. However, some of these curricular designs do not respond to a reflective and conscious formulation process, which reduces the possibility of materializing the intended purposes for legal education in each context. With  the aim of contributing to consolidating reflective processes of curricular design, this article first describes the guidelines for building learning results from different levels of knowledge. It is a theoretical systematization that in a second place is analyzed from the needs, interests and demands of the actors of the law schools, to contribute to high quality training processes. It is a proposal that waits to be interpreted from each reality to contribute to consolidate a legal education from and for the professional reality.