The actors of the pedagogical scenario as a component of the pedagogical model to insubordinate law as a science

Abstract

Departing from the pedagogical scenario as a first problematizing platform where traditional and non-traditional guiding foundations are identified and described as a means to re-evaluate Law and confirm it as a social science, results from the field work carried out with Law students and professors as pedagogical actors are presented, representing the elements “Who”, and “To Whom” from the pedagogical model, in this case predominantly traditional, which is the ruling model in current practice in Law programs in Colombia.