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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.
The teaching of law through the mediation of literature: A review of theories from the literary experience in Colombia
Authors
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Carlos Andrés González León
Universidad Autónoma de Bucaramanga
https://orcid.org/0000-0003-4925-8830
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Erika Zulay Moreno Bueno
Universidad Autónoma de Bucaramanga
https://orcid.org/0000-0001-6373-6072
Abstract
The article seeks to answer the question of what is the contribution that literature makes to law for its understanding and teaching for the Colombian case that, since the constitutional change of the nineties, has meant rethinking the paradigms of understanding and application of law, as well as the strategies for the teaching of its narratives. Especially in the context of a country like Colombia, where after a negotiation process with the FARC guerrilla, a peace treaty was asigned in 2016. As a result of the agreement, the country, accompanied by the work of
the Truth Commission and the Special Jurisdiction for Peace, has found in literature a refuge for the construction of memory and an instrument for resistance, denunciation,
and changes in representations as a path to reconciliation. The research from which the article derives follows the comprehensive hermeneutic paradigm and starts from
the analysis of the discourse of a corpus of literary works based on the categories of analysis proposed from the theoretical references in a classroom research exercise.
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