Educate for dejudicialization: the inclusion of cooperative practices in legal teaching

Since the creation of the first law course in Brazil, in 1827, professionals have focused their training on litigation. When access to justice became a basic right, lawyers started to represent their clients before the jurisdiction, however, the judicial sphere should be used as a last resort, after extrajudicial attempts to resolve conflicts, whenever possible. In this light, we intend to answer the following research problem: To what extent can the insertion of collaborative practices in legal education educate the future jurist to de-judicialize access to justice? In order to answer the question, it will be used as a deductive approach method, starting from a general analysis to, at the end, arrive at a specific one; as for the method of procedure it will be the bibliographic. The text aims to verify whether including collaborative practices in legal education can educate the future jurist to dejudicialize access to justice.