Acceso usuarios
[1]
Santiago de Compostela, España
O ensino do Dereito penal enfronta o desafío de transmitir contidos complexos e altamente abstractos sen perder de vista a súa dimensión humana e social. Neste contexto, o uso de narrativas pedagóxicas preséntase como unha estratexia capaz de facilitar a comprensión de conceptos xurídicos, fomentar unha aprendizaxe significativa e promover o pensamento crítico do alumnado. Este traballo analiza o potencial da narración de historias como ferramenta didáctica na docencia universitaria do Dereito penal, prestando especial atención a casos de actualidade e a formatos dixitais, como podcasts educativos integrados en campus virtuais. A partir dunha experiencia centrada na análise do art. 197.7 CP, relativo á difusión non consentida de imaxes íntimas, examínanse as posibilidades desta metodoloxía para promover unha aprendizaxe activa, interdisciplinar e socialmente comprometido.
Criminal law education faces the challenge of conveying complex and highly abstract content while maintaining attention to its human and social dimensions. In this context, the use of narrative-based pedagogy emerges as a strategy capable of facilitating the understanding of legal concepts, fostering meaningful learning, and promoting students’ critical thinking. This paper examines the potential of storytelling as a didactic tool in university-level criminal law teaching, with particular emphasis on current-case narratives and digital formats, such as educational podcasts integrated into virtual learning platforms. Drawing on a teaching experience focused on the analysis of Article 197.7 of the Spanish Penal Code, concerning the non-consensual distribution of intimate images, the study explores the possibilities of this methodology to support active, interdisciplinary, and socially engaged learning.
