<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-5263</journal-id>
<journal-title><![CDATA[População e Sociedade]]></journal-title>
<abbrev-journal-title><![CDATA[População e Sociedade]]></abbrev-journal-title>
<issn>2184-5263</issn>
<publisher>
<publisher-name><![CDATA[CEPESE - Centro de Estudos da População, Economia e Sociedade]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-52632022000100001</article-id>
<article-id pub-id-type="doi">10.52224/21845263/rev37a1</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[L'adaptation des enseignants et l'enseignement du droit pendant la pandémie]]></article-title>
<article-title xml:lang="en"><![CDATA[Adaptation of teachers and teaching law during the pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[João Casqueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hárs]]></surname>
<given-names><![CDATA[András]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Møller]]></surname>
<given-names><![CDATA[Isabella Brink]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berger]]></surname>
<given-names><![CDATA[Kaitlin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Fernando Pessoa Faculdade de Cie&#770;ncias Humanas e Sociais ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,National University of Public Service Department of International Law ]]></institution>
<addr-line><![CDATA[Budapest ]]></addr-line>
<country>Hungary</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Fernando Pessoa Faculdade de Cie&#770;ncias Humanas e Sociais ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,National University of Public Service Department of International Law ]]></institution>
<addr-line><![CDATA[Budapest ]]></addr-line>
<country>Hungary</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<numero>37</numero>
<fpage>1</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-52632022000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-52632022000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-52632022000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La pandémie de SARS-CoV-2 a perturbé profondément la façon dont les enseignants universitaires travaillent, et la façon dont les étudiants étudient. L&#8217;enseignement en distanciel a apporté avec lui des solutions pédagogiques, mais l&#8217;expérience d&#8217;une année et demie a démontré que le e-learning a des caractéristiques propres, et il faut s&#8217;interroger sur ses apports. Cette interrogation est posée à propos de l&#8217;enseignement universitaire du droit, à travers l&#8217;analyse et les réflexions de deux enseignants et de deux étudiants, au sein de deux universités européennes (à Porto et à Budapest). L&#8217;article aborde les questions théoriques et pratiques posées : quelles sont les façons d&#8217;assurer une préparation pratique des étudiants à distance ? Les régimes hybrides sont-ils meilleurs que les régimes entièrement à distance ? Enfin, ce type d&#8217;enseignement peut-il faire perdre à l&#8217;enseignement juridique ses qualités intrinsèques, alors même qu&#8217;elle constitue l&#8217;un des piliers de la démocratie ?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The SARS-CoV-2 pandemic has profoundly disrupted the way university teachers work, and the way students study. Distance learning has brought pedagogical solutions, but the experience of a year and a half has shown that e-learning has its own characteristics, and that its contribution should be questioned. This questioning is posed in relation to law teaching at university level, through the analysis and reflections of two teachers and two students, in two European universities (in Porto and in Budapest). The article addresses the theoretical and practical questions raised: what are the ways to ensure a practical preparation of students by distance? Are hybrid regimes better than full e-learning regimes? Finally, can this type of teaching cause the loss of the intrinsic qualities of law studies, even though legal education is one of the pillars of democracy?]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[pandémie]]></kwd>
<kwd lng="fr"><![CDATA[enseignement]]></kwd>
<kwd lng="fr"><![CDATA[distanciel]]></kwd>
<kwd lng="fr"><![CDATA[université]]></kwd>
<kwd lng="fr"><![CDATA[droit.]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[distance learning]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[law.]]></kwd>
</kwd-group>
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