Literature and the teaching of Law: a constructivist educational perspective

Avellaneda-Vásquez J.; Seminario-Hurtado N. · Revista de Educacion y Derecho (2025) · DOI: 10.1344/reyd2025.32.48118

Resumen

This article aimed to examine and identify the main theoretical contributions to the teaching-learning of law through literature as a constructivist educational proposal; additionally, it sought to explore extensively the interrelation between law and literature. For this purpose, the study adopted a qualitative methodology, which included an exploratory and descriptive scope, and a documentary design of bibliographic review type with bibliometric analysis and synthesis of evidence. We worked with a documentary sample of 38 scientific articles indexed in Scopus and Web of Science published in the last six years, which met the 4 exclusion and inclusion criteria. The results revealed that the teaching of law through literature translates into an interdisciplinary, constructivist, and necessary perspective and strategy since it fosters critical thinking, argumentative capacity, empathy, and the active construction of knowledge by the student, as an autonomous subject capable of questioning, reinterpreting and applying knowledge in reality. Finally, it was concluded that literature is a didactic tool for legal education that promotes the development of specific contextual competencies, as a viable alternative to the master class and dogmatic disciplinary teaching. © (2025), (University of Barcelona). All rights reserved.

Instituciones: Universidad Científica del Sur; Universidad Tecnológica del Perú