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

implying the creation of a new space for the construction and sharing of knowledge. In this perspective, growth of distance education in Brazil and around the world has become a reality, especially with the COVID-19 pandemic. This fact requires the process of redefining a new way of thinking about the teaching profession, learning spaces, teacher- student relationships, the emergence of new actors in the school space, new teaching and learning methodologies employed, among other factors. III. I nteractivity as a P edagogical P roposal in L egal E ducation and C ovid- 19 Initially, it’s relevant to mention Ordinance No. 2,117, of December 6, 2019, by which the Ministry of Education provides for the possibility of higher education institutions using the EAD modality in the pedagogical and curricular organization of their in- person undergraduate courses, making up the limit of 40% of the total workload required by the National Curricular Guidelines of the respective course (ME, 2019). Mendonça et al (2020) argue that public policies aimed at democratizing access to distance higher education should consider much more than expanding the number of courses and places in the country. It is necessary to consider the formulation, implementation, and evaluation of public educational policies, variables that impact access, permanence, and completion of higher education, considering the regional characteristics and differences in the country, such as: family background , family resources, student's class of origin, level of student's cultural capital, inequalities in educational opportunities, inequalities in educational results, type of school, region of origin (rural or urban), gender, and race. Both the democratization of education and social inequalities are complex issues that cannot be treated in a reductionist manner. From this perspective, through interactivity, distance learning has already overcome many barriers, democratizing knowledge with a view to expanding the democratization of public policies aimed at education. The emergence of large e- learning platforms, online courses and online subjects in undergraduate courses taught by large institutions allows the consolidation of pedagogical teaching proposals that aim at interactivity in times of pandemics such as COVID-19. Carmo & Franco (2019) emphasize that the online teacher/tutor is the one who accompanies, guides, motivates and evaluates students in their academic activities developed in the Virtual Learning Environment. Thus, the space-time dynamics of this classroom began to require teachers to have teaching knowledge that would allow them to develop educational practices mediated by digital resources, which added elements specific to online teaching to university teaching , such as non-face-to-face contact between teachers and students, shared teaching with a multidisciplinary team or space-time flexibility to study and teach. Through these tools, interactivity between teachers/tutors and students can build rich relationships for the exchange of knowledge. From this perspective, multimedia content developed by teachers/content creators and posted by teachers/tutors through texts, videos and attachments allows tasks to be created on the spot or programmed, making it perfect for both short and long-term courses. Students are then invited to answer the tasks, which are evaluated by the teacher through the virtual learning environment itself. Ghirardi (2009, p. VII) seeks, with his work, to contribute to the increase in Brazilian reflection on the teaching of Law, offering a synthetic presentation of some of the main methods of legal teaching currently in use. The improvement of legal teaching will not be possible if it is not a collective endeavor. To this end, the author points out some common methods of participatory methodology, namely, Law Clinics, Problem-Based Teaching and Law-Based Teaching, Role-Play, Seminar as a teaching technique, Case Study, Classroom Debate and Socratic Dialogue. For each method, the author (2009, p. XII) states that it is possible to think about strategy and tactics. It is said that participatory teaching is, in principle, more practical, situated and focused on the student's potential and conditions. The correspondence between the logic of each method and the logic of performance assessment is established. In different ways, the chapters can be read as proposals for the interaction between content systematization and didactic decisions. As an example, we can mention what the author (2009, p. XIII) says about the “Classroom Debate”, which is presented, in its various forms, as a means of allowing greater student participation in expository classes, thus contributing to a better understanding of the subject matter. He questions, however, its character as an “autonomous teaching technique”. And he continues, “perhaps it would be more appropriate to say that debate is a pedagogical resource that aims at student participation, capable of being used jointly, to a greater or lesser degree, with the most varied methodologies, such as role-play, simulation, case method, Socratic method and even the expository class itself”. In this aspect, the willingness to give new directions to the already established teaching experience, especially in legal education, in which students have great expectations, towards online teaching , holds within itself the transformation, recreation, reformulation or resignification of what these teachers commonly do or have done in the face-to-face Legal Education and Covid-19: Current and Post-Pandemic Changes Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 4 © 2025 Global Journals