The purpose is demonstrate the importance acquired -for the teaching of the legal sciences- how the student relates to the object of legal knowledge or content to be learned. It explains some of the limits that exist for this relation as an active dialogue, and there is suggested why the student is not related to the legal theoretical system. All of this, in order to overcome the reproduction and passive assimilation of contents. The central conclusion demonstrates the weaknesses that must be addressed in order to overcome the passive relationship of the student with the object of legal educational knowledge, and what are their projections for a democratic classroom.
Ante la actual imposibilidad de consensuar un concepto de política criminal, en este artículo se parte de la formal, pero aceptada distinción, entre política criminal como actividad del Estado y política criminal como actividad científica. Precisados dichos conceptos, se da paso al rol de esta. Para ello se analizan tres visiones, esto es: como lege ferenda, como puente o, ubicada desde las bases del sistema. A partir de la última plataforma conceptual, puede explicarse de mejor manera el rol de la política criminal en la actualidad. Una política criminal que ya no necesita encontrar en el Derecho penal una barrera infranqueable, sino una que, siendo coherente con la
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