Prácticas discursivas del Derecho y formación jurídica: una revisión teórico-bibliográfica

Juridical formation has been characterized by a traditional approach focused on memorizing legal knowledge, leaving essential communicative practices of professional work in the background. Despite this, there are few approaches that analyze juridical formation by simultaneously considering teaching and learning, reading and writing practices, the analysis of discursive genres, and the use of terminology and clear language. This article presents a systematic review of 53 sources, including scientific articles, manuals, guides, glossaries, and book chapters published between 2012 and 2025 in Scopus, WOS, Google Scholar, and on the website of the Chilean Judiciary. These sources address the teaching and learning of law from a comprehensive perspective and come from work carried out in Chile and Spanish-speaking countries. The purpose of this review is to identify the main contributions of literature to legal professional training. The review followed the recommendations of the PRISMA 2020 Statement (Page et al., 2021), ensuring transparency and rigor in the selection and analysis of the studies included. The results show that, although traditional approaches continue to predominate, recent literature has incorporated innovative pedagogical strategies aimed at legal literacy, the development of discursive skills, and the adaptation of technical language. Likewise, gaps between theory and professional practice are identified, as well as challenges in teaching literacy, genre analysis, and plain language, which are fundamental aspects for the comprehensive training of future lawyers.