Public policy relating to magistrate training and evaluation: judicial education contribution through judiciary schools

Abstract

Evaluation on judges training courses is traced by guidelines and parementers absence from which it is possible to assess to what extent the skills, abilities and attitudes assumed to pursue adjudicative function that were incorporated into the judicial activity. Interviews and focus groups conducted with fifty five judges who attended, from 2006 to 2014, the Ceará´s State Superior Magistrate School courses revealed meaning units, that categorized, indicate the existence of several problems in training courses, but also point out some solutions. The results reflect training weaknesses on judiciary education, a reality that may not be very different in other Brazilian Magistrates Schools and even foreign Judiciary Schools. In 2015, the National Magistrates School for Training and Improvement (ENFAM) created working group to study and research for the production of theoretical and practical material to support the evaluation processes of judicial schools and judiciary. There is a need, however, to establish public policies specifically aimed at judges training and judges evaluation, ensuring investment by the courts in training. You can not leave the judicial education monitoring and evaluation process off applicable in other training levels, given that judgments expertise, security and justice depends on all society. This article presents some results on phenomenological and ethnographic research conducted in order to guide such training policies and support possible planning of training courses aimed at judicial education.