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

knowledge is also responsible for a generation that replaces research and libraries with searching for specific content on the “Google oracle”, where anyone can post any information without any commitment to the source. Regarding the benefits of virtual experience, Maturana reports research that demonstrates how children, adolescents and elderly people, in the virtual space, develop “behaviors of autonomy, collaboration, self-disturbance, invention of paths and construction of meaning” (PELLANDA, 2009, p. 63). In systemic terms, Pellanda and Schlunzen (2005) state that we can speak of a technological coupling. On this subject, Leão (1999) links the use of the network to an autopoietic conception. For her: The construction of the world wide web involves the work of many minds, distributed across many pages. Its growth and vitality are not located in a specific, central point. On the contrary, it is in the nature of self-generation and autopoiesis. that the Internet develops. Without a doubt, what makes the Web a web, a network in which a complex mesh of information is interconnected, is the hypertextual technology itself that allows links between the different points. (LEÃO, 1999, p. 24). Prejudices about distance learning courses are due to the fact that many institutions have offered these types of courses without any commitment to quality. Despite this, it is believed that this is a trend in higher education and should not be disregarded. When talking about the use of technological resources to promote learning, it is worth remembering that: [...] what happens in the digital environment is a greater autonomy of paths and self-challenges, because at all times, subjects need to reorganize themselves to respond to situations that arise along the way. (PELLANDA, 2009, p. 66) Dussel and Caruso (2003, p. 30-1) present an important reflection on the most representative space in a school: the classroom. According to them, classrooms have had the same format for centuries. In this space, the teacher, located at a central table in front of the students, is responsible for transmitting his or her knowledge to the students, who are usually seated in rows of chairs. It should be noted that the architecture of the school environment reveals a lot about the conception of education in each era. This organization of furniture represents an educational process centered on the role of the teacher, the subject of the educational process considered the center of the pedagogical process. Ghirardi (2009) deals with teaching methods in Law, as a social form and object of science, which goes beyond the limits of the academic, given the intense impact on everyday life. And that the transformation of Law as an object determines its transformation as an object of research and teaching and invites a new dynamic for the construction of knowledge within the university space. It follows that such requests redesign the expectations in relation to the legal professional, whose performance today requires proficiency in a wide range of knowledge not immediately linked to more traditional notions of legal training. This confluence between the reconstruction of Law as an object and the new dimensions that it articulates in the scope of practice requires a rethinking of the ways of preparing the future legal professional within the university space. Although the educational scenario has changed significantly in recent decades, it is possible to observe that law courses classrooms, as well as teaching and learning methodologies, in most institutions in the country, remain the same. Although the concepts of education and methodological options have been improved in recent decades, law courses, to a large extent, still conduct pedagogical processes based on models adopted centuries ago. It remains to be seen whether this model is sufficient to meet the demands of the world. Whether we like it or not, the fact is that the use of technology as a learning resource is increasingly common in Brazil and around the world. The number of distance learning courses in Brazil has increased significantly; however, as for Law courses offered entirely at a distance, Brazilian Lawyers Council is clearly acting in this scenario, since it clearly opposes the provision of Law courses entirely at a distance. This is because the Council understands that the lack of social need or relevance for the creation of new courses should prevent the creation of any type of offering, whether in person or at a distance. This position is based on a perceived national crisis of low-quality education in Brazilian law courses. Furthermore, as provided for in article 23, II, of Decree No. 5,622/2005, and the provisions of article 83 of the Statute of the Bar Association, the authorization of distance learning undergraduate courses must be submitted to the council, noting in the sole paragraph of said article 23 that "the specificities of the distance learning modality will be considered", adopting a procedure analogous to that used for in-person courses, in accordance with current legislation. Therefore, although provided for in current educational legislation, the offering of legal courses entirely via distance learning is not a reality in the country. In this context, it is important to mention that society is experiencing profound changes in its economic, cultural, political and educational practices. Part of this transformation requires reflection on new ways of experiencing both time and space dimensions. Offering (legal) subjects or courses in virtual form challenges the traditional way of thinking about education. In this sense, it is up to law schools to observe that a new dimension of place is being created, Legal Education and Covid-19: Current and Post-Pandemic Changes Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 3 © 2025 Global Journals