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This article is part of the study developed to analyze teaching and research as an inseparable binomial in the university scenario, especially in the development of the law career. It was assumed with a positivist approach, a descriptive research, with non-experimental, transversal and field design, considering as population 20 professors and 82 students from 3 universities of Maracaibo, applying the survey as well as the interview with a questionnaire. Data were analyzed with frequency distribution. The results reflected that teachers do not use didactic strategies that stimulate research during teaching to solve problems and contribute to the well-being of the collective, they not invite students to participate in events where scientific knowledge is disseminated so it is concluded that law professors make little use of research concentrating their activities to master classes referring to doctrines and the legal system without taking into consideration the need to develop relationship between theory and practice, then, knowledge remains on paper, in the word and does not go to action, to change, therefore, it is necessary to transform educational action and fulfill the three fundamental functions of Higher Education: teaching, research and extension. [ABSTRACT FROM AUTHOR]

This study is the result of curiosity with respect to scientific research formation in postgraduate studies. It is well known that research formation is visibly affected by the assimilation of theoretical models that tend to reproduce fragmented, specialized instrumental knowledge that impedes professionals, and specifically teachers, from observing phenomenon as complex systems. It is thought that this situation, without doubt, influences the use of positivist scientific paradigms inherited from western modernity and its influence in post-graduate studies. In or order to confirm this hypothesis, in the first part of the paper philosophical modalities of modernism and their influence on post-graduate studies are outlined. Research formation given to graduate students is outlined culminating with a brief proposal for the integrated formation of postgraduate studies, taking into account certain elements of the complexity paradigm developed by Edgar Morin. [ABSTRACT FROM AUTHOR]