Abstract
In the teaching of law, the study of practical cases gives prestige to the analysis of the content of sentences and judgments. However, there are complex legal problems in reality that are not submitted to the judiciary. In addition, there are paradigm shifts between the end of the twentieth century and the beginning of the twentyfirst, such as the recognition of diffuse and collective rights holders and the increase in extrajudicial techniques and methods of conflict resolution, which demand a new look at legal education in times of complexity. To this extent, it is proposedto analyze the extent to which civil inquiries can serve as an object of active and participatory methodologies capable of filling gaps and limitations that may exist in the study of judicial decisions in the teaching of Environmental Law. It is assumed that the interaction between civil investigations and active methodologies provides students with an opportunity for a broad and detailed analysis of the complex environmental problem. This is a bibliographic and documentary research, with a qualitative approach. It is concluded that the use of the civil inquiry in the teaching of Environmental Law,through active methodologies, benefits a protagonist formation of the student, in line with what the current legal system provides. Among them, “problem-based learning” stands out as one of the most fruitful for the study of the extrajudicial procedures in question.
Keywords:
civil procedures; legal education; environmental law; active methodologies; practical cases