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

by participants, the slow internet connection, factors that reveal a strong movement of cultural standardization, capable of disqualifying the effects of distance education. It is necessary to reflect on the possible paths for learning in light of the new work reality of university professors who later began as online tutors in distance higher education courses. Finding paths for the (re) construction of the professional identity of these educators can make them more flexible to change in an education modality in which their experience and knowledge acquired in face-to-face teaching may prove insufficient or inadequate for the development of online teaching. In this sense, renewed teaching knowledge should prove useful in organizing a tutorial work routine in undergraduate courses whose teaching and learning spaces integrate their participants in different times and spaces through digital technologies of interaction and communication (CARMO & FRANCO, 2019). Everything indicates that the creation of groups or culture circles to learn in distance learning generates research communities, whether in sharing doubts, strengthening collective agendas, in short, it allows the collaborative construction of knowledge, which seems valid to us to problematize, with a view to the contextualized and mobilizing acquisition of formative, professional and social benefits (HABOWSKI et al, 2020). However, it is worth making some relevant points: educational institutions and their students must have preparation, pedagogical, human and techno logical conditions. According to Ordinance No. 2,117, of December 6, 2019, limits are imposed on the presentation of the offer of this teaching modality, such as: it must be provided for in the Courses’ Pedagogical Political Projects, to be conditioned to the national curricular guidelines and be limited to 40% of the course workload. Therefore, in order to operationalize and contribute positively to the academic success of law students, the provision of distance learning courses requires planning, organization, technological availability to meet demands, and teacher training. Of course, the student's needs in terms of preparation to deal with information and communication technologies must also be visible, and, above all, attention must be paid to students in situations of social vulnerability who do not have all the resources to access the content taught in the distance learning modality. Making distance learning courses available without restrictions without these considerations puts the proposal for responsible teaching at risk in the current scenario of the COVID-19 pandemic. Thus, “Law cannot survive locked in a classroom, just like human beings. People must leave the classroom and explore the facts to learn what Law is for and how to apply it, evolving with the progress of society.” (BERNARDES; ROVER, 2009, p. 34). And interactivity and the construction of knowledge, through the development of collective intelligence, where the teacher is part and not the center of this system, means that law courses are experiencing a new appearance, more open to the aspirations of students and more suited to the life project of graduates. V. F inal C onsiderations In the current way of education, students adopt an overly passive stance, without many possibilities of discovering their potential. Contemporary education is homogenizing, and does not care about meeting the peculiarities of each student who, although heterogeneous, needs to fit into a pre-determined scheme and must necessarily adapt. And how can we compete in an increasingly technological world, with information at our fingertips? Education needs to change. We need to worry less about transmitting ready-made knowledge and much more about making students do what they enjoy. The idea of education is (or should be) to educate students so that they become happy human beings, and not simply to insert them into the job market, which would be a perverse logic. In this path of innovations and possibilities arising from the COVID-19 Pandemic, we are faced with the information and/or knowledge society. Being part of this informational society presupposes being connected to a network and, consequently, to a Virtual Learning Environment (VLE). These environments offer effective tools for building knowledge based on the participation and co-responsibility of academics. The VLE shortens distances, motivates and engages teachers, students and institutions. It adds interactivity and dynamism to the teaching-learning process, distance learning provides the possibility of continuous study and research even during periods of social isolation and avoids crowds. Dogmatic and rhetorical teaching is giving way to dynamic, pluralistic teaching, with the participation and cooperation of students. The traditional model of pedagogical practice called “banking education” is being overcome, and over time, the construction of a “collective intelligence” is becoming increasingly evident. The Internet has brought back into vogue the discussion about the use of media that was previously not well accepted by teachers, such as the use of television and videos in the classroom, a natural result of the convergence of new technologies and their wide acceptance by students. In the meantime, the view that knowledge must be shared in order to be produced also stands out, since isolating oneself will only lead to its weakness and not to the accumulation of knowledge, as some think. The current moment is one of interaction and Legal Education and Covid-19: Current and Post-Pandemic Changes Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 6 © 2025 Global Journals