A critical reflection on the clinical teaching of law as a pedagogical model

Abstract

The Universidad Católica Luis Amigó has followed the clinical teaching of law as a component of the process of training lawyers. In this scenario, the question arose: Why should clinical teaching of law be no longer understood as a pedagogical model but rather as an approach to Clinical Teaching and Learning of Law (CLL)? Based on a qualitative, hermeneutic and case study research, the origins of the Legal Clinics are taken up again as the figures that make the CDL visible, the emphasis is placed on clinical teaching of law as the initial modality that today serves to rethink the typology of the model, and a proposal for a foundation as a pedagogical approach is presented. Among the conclusions, it is emphasized that the pedagogical support in which the clinical groups take place should not necessarily be a model of clinical teaching of law but rather of DSME, and that the application of the clinical method can be supported by research as a process for apprehension and knowledge generation, but it is not an element on which the pedagogical approach of DSME depends.