The Imprescindibility of the Domain of the Portuguese Language for the Operator of the Right

Abstract

Upon entering higher education, the Angolan student reveals a lack of written, oral and interpreting competence. The social reasons for this disability are different, such as the low rigor in the teaching of the Portuguese language in basic teaching, for most young people, and the structure of the mother tongue away from the Portuguese language, for a smaller universe of students. This article addresses the linguistic gaps evidenced by law students. In this particular, most law professors assert themselves more as "law technicians" than such speakers, which does little to help students develop the proficiency of orality. On the other hand, the student himself shows disinvestment in this discipline by not considering it nuclear. This results in the fundamentality of promoting the communication capacity of the law graduate in order to their professional performance. That is why the article has the primary objective of a set of measures aimed at catapulting the argumentative competence of those trainees. To this end, two lines of action are outlined: one on the part of the school and the other by the student himself, so that, at the conclusion of the degree, the student has acquired the appropriate profile for the competent professional performance. Thus, the school must implement rigorous recruitment, subjecting candidates to teaching to the evaluation of written, oral and interpreting competence. Thus, the school must implement rigorous recruitment, subjecting candidates to teaching to the evaluation of written, oral and interpreting competence. In turn, the student should invest in self-taught to address their language deficiencies and those of teachers.