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

interactivity and, since Law is an area of human knowledge that permeates the entire society and at various times enters into symbiosis with it, it cannot be forgotten that this science must be one of the precursors in the use of new technologies. Furthermore, it is essential to mention that the teacher is indispensable for the successful implementa- tion of a new teaching-learning model and must be open to using new tools. On the other hand, institutions cannot fail to promote the updating of their teachers, so that they can motivate student participation and their shared responsibility in the construction of knowledge. In fact, it is assessed that the path is being very well followed, both by teachers and institutions and, no less importantly, by academics, who are the fruit of all this concern, because for a society that lives in the Age of technology, it cannot be dispensed with, incoherently, in the education system. Law is, today, also the fruit of this digital society and its future professionals, members of said society, cannot be digitally illiterate or even mere operators without developing and interacting with new technologies, leaving behind repetitive ostracism. Given this reality regarding the COVID-19 Pandemic, it is recommended that teachers/tutors bring significant interventions that promote the assimilation of information, so that each individual, using the resources available in distance learning, can compose scenarios in tune with the elements specific to their context and can transform their intellectual universe with positive learning experiences. Insecurity due to the so-called “new normal” and new forms of education is inevitable. The education of the future will reflect the effective exercise of autonomy, and will require that those involved in the educational process reinvent themselves and be especially proactive. Regarding the ban on being in the classroom during mandatory isolation due to the pandemic, it is important to remember the stance of some great thinkers in the History of Philosophy, such as Socrates, who taught during meals, and Aristotle, who walked with his students. The classroom as we know it today is a more modern concept that demands revisiting and redefining, since the classroom is an undeniably privileged space, but it is not the only educational space. Since Plato, philosophy has had only one great purpose, which is to help us be happy. It is not about a utopian, metaphysical happiness, because life is not like that. Nietzsche said that life is also made up of tragedies, but even so, we must find reasons to be alive, and being happy or having happy moments is the idea that a given moment can be immortalized. Schools/ universities need to help students find their potential. In this context, it is necessary to break paradigms and constantly reposition the student as the protagonist in this process. r eferences r éférences r eferencias 1. BERNARDES, MB; ROVER, AJ Use of new information and communication technologies as tools for modernizing legal education. Available at: <http://www.buscalegis.ccj.ufsc.br/revistas/index.p hp/observatoriodoegov/article/viewFile/33640/32738 >. Accessed on: April 27, 2020. 2. BRAZIL. Ministry of Education. CNE/CEB Opinion No. 19/2009, due to the COVID-19 pandemic. MEC, 2020. Retrieved on April 22, 2020. https://abmes. org.br/arquivos/documentos/resposta-oficiocne130 32020.pdf 3. BRAZIL. Ministry of Education. Ordinance No. 2, 117 of December 6, 2019: Provides for the provision of course hours in the Distance Learning - EAD modality in in-person undergraduate courses offered by Higher Education Institutions - IES belonging to the Federal Education System. MEC, Retrieved on April 22, 2020. http://www.in.gov.br/ en/web/dou/-/portaria-n-2.117-de-6-de-dezembro-d e-2019-232670913 4. BRAZIL. Ministry of Education. Ordinance No. 343, of March 17, 2020, which provides for the replacement of in-person classes with classes in digital media while the pandemic situation of the New Coronavirus - COVID-19 lasts. MEC, Retrieved on April 22, 2020. https://www.mec.gov.br/ 5. CAMACHO, ACLF, FELICIANO, GD, & LEITE, BS Tutoring in Nursing through Distance Education: a reflective approach. Nursing Journal UFPE online, 10(Supl.4), 3682-3687, 2016. 6. CAMACHO, ACLF, JOAQUIM, FL, & MENEZES, HF Possibilities for didactic design in online health courses. Research, Society and Development, 9(4), e111942907, 2020. 7. CAMPOS, GHB, ROQUE, GOB, AMARAL, SB Dialectics of Distance Education. Rio de Janeiro: PUC-Rio, 2007. 8. CARMO, ROS, & FRANCO, AP From face-to-face teaching to online teaching: learning of university professors in distance education. Educação em Revista, 35, e210399, 2019. 9. DSUSSEL, Inês and CARUSO, Marcelo. The invention of the classroom: a genealogy of teaching methods. São Paulo: Moderna, 2003, p. 30-1. 10. FIORILLO, Celso Antônio Pacheco; LINHARES, Mônica Tereza Mansur. Legal Education and the Digital Environment in the Information Society. In Legal Education. SILVEIRA, Vladimir Oliveira; SANCHES, Samyra (org.) New York: Routledge, 2013. 11. GHIRARDI, José Garcez. Teaching Methods in Law: Concepts for a Debate. São Paulo: Saraiva, 2009. 12. HABOWSKI, AC, CONTE, E., & JACOBI, DF Interlocutions and legitimation discourses in Legal Education and Covid-19: Current and Post-Pandemic Changes Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 7 © 2025 Global Journals