Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

changes, since technology is increasingly present in schools. Access to information and knowledge has never been so available to people. The number of technological devices is progressively increasing among human beings and teaching through technology brings to light the reflection on new ways of educating and learning. In this context, it is important to mention that distance learning has become a reality not only for Law courses, but for all levels and areas of knowledge around the world. In Brazil, the provision of distance learning courses was provided for in article 80 of the Law of Basic Guidelines for Education (LDB) of 1996, and was updated by Decree No. 5,622/2005. Since then, the provision of distance learning courses has expanded significantly due to the possibilities presented by the regulatory framework in the educational area and the goals established by the National Education Plan. Although this topic is widely debated in the education system, it is impossible to ignore the importance of evaluating this educational modality and its effects within Law Schools. Although the topic divides opinions in the academic environment, it is necessary to note that this is a trend not only in Brazil, but worldwide. Thus, given the current scenario, this article aims to analyze legal education in times of COVID-19. The study is justified by the teacher’s role who plans and proposes teaching situations to students around knowledge to be appropriated and discussed by them, establishing a relationship around the content of this knowledge. The virtual learning environment allows the teacher to develop a teaching situation mediated by technological devices. This new way of teaching with computer teaching resources requires preparation and planning of the activity that provides moments of meaningful active learning for both student and teacher (CAMACHO et al, 2020). II. L egal C ourses and I nformation S ociety We live in times when information is accessed at an astonishing speed. According to Moran, Masetto and Behrens (2010, p. 74), it is necessary to recognize the “digital age” as a new way of categorizing knowledge. This does not imply discarding the entire path taken by oral and written languages, nor mystifying the indiscriminate use of computers in teaching, but, above all, it requires that electronic resources be approached with criteria as tools for building more significant methodological processes for learning. In a context in which there’s increasingly broad access to information and knowledge, the technological evolution that has occurred in recent decades has raised reflections on pedagogical practices in higher education. According to Fiorillo and Linhares (2013, p. 132), Law, in the face of new technologies and new sources of society, cannot remain on the sidelines of these transformations. Thus, law courses, when developing their curricula, cannot ignore this important dimension of meaning: the new environments in which current technologies develop. According to Kensky (2012, p. 29-30), access to technology changes the way learning traditionally occurred. Since knowledge was based solely on face- to-face learning, the space and time for teaching were determined (the school). Based on technological transformations, new rhythms and dimensions are imposed on the way of teaching and learning. Thus, a profound change in the conception of space and time of student and teacher performance can be seen. For the author (2012, p. 38), digital technology breaks with the continuous and sequenced narrative of written texts to present itself as a discontinuous phenomenon. In this sense, its temporality and spatiality, expressed in images and texts on screens, are directly related to the moment of its presentation. Law classes are traditionally taught in an expository format. The main feature of a master class is that few resources are used for its delivery, focusing on the professor's speech, who uses a board and chalk. Among so many technological advances in recent decades, it is increasingly common to identify teachers and students who use technological tools in the classroom environment. As a result of these new times, free access to wireless networks , the use of tablets, notebooks and classes built with the use of projectors and interactive whiteboards are increasingly common. A few years ago, some students brought computers into the classroom, but this is becoming increasingly common. The number of students using computers or smartphones in class has become so high that there are often insufficient power outlets in university facilities. Since access to higher education occurs, on average, around the age of 17 or 18, it is necessary to understand that teachers are dealing with a generation of digital natives 1 Among those who support distance learning, the main argument used concerns the possibility of education without borders, that is, access to knowledge is much easier through the network. On the other hand, this same source that provides easier access to . Many have grown up using technology for reading and studying. In this case, it is up to the teacher or institution to establish the rules for its use. 1 Digital natives are a generation of young people who were born with ample access to fast and accessible information on the vast computer network – the web . The concept was developed by Marc Prensky (2001), researcher and educator, in 2001. Legal Education and Covid-19: Current and Post-Pandemic Changes Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 2 © 2025 Global Journals