Ensino do Direito no Brasil: a constituição da colonialidade e as proposições para uma educação jurídica emancipatória

• Ano de defesa: 2018
• Autor(a) principal: Lima, André Luiz de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM CIÊNCIAS SOCIAIS
• Palavras-chave em Português: Educação e ensino jurídico; Colonialidade do poder/saber/ser; Cartografia moderna dual
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/45679

The systematization of legal education in Brazil is analyzed through the interference of the dominant Eurocentric paradigm that articulates the modern dual cartography that holds the monopoly of knowledge and the monopoly of Law. In Brazil, the formation of dual modern cartography, which seems still valid, followed colonial characterization, according to Santos (2010), reaffirming the tension between appropriation (physical, material, cultural and human destruction) and violence (incorporation, cooptation and assimilation) , developing what Quijano (1992) classifies as the coloniality of power / knowledge / being, responsible for the perpetuation of the European world system, for cognitive injustices, for the monoculture of the mind, and for the sociology of absences, largely theorized by thinkers. such as Quijano (1992), Dussel (2010), Grosfoguel (2008), Lander (2005), Wallerstein (2002), Shiva (2009), Todorov (2011), Santos (2010), Mignolo (1995), Clavero (1994), theoretical support framework for elaboration of this study. Starting from the premise "coloniality of power / knowledge / being" (seem to configure the context of tension between regulation / emancipation of teaching structures), it is proposed as an objective of the research, to analyze the articulations of power / knowledge / being in the configuration of the world system, proposed by the international institutions: UNESCO, WB, WTO, OECD to the Brazilian State, to overcome the world economic crisis from the 1970s onwards. Higher education, in this context, becomes one of the lucrative cohabitation points for the market, which will have a consequence for legal education. In view of this objective, the empirical question originated from the analysis of theses and dissertations on education and legal education, deposited in the repositories of the Coordination of Improvement of Higher Education Personnel (CAPES) and in the Brazilian Digital Library of Theses and Dissertations (BDTD). the imposition of the Eurocentric dominant paradigm from the historical formation of Law courses and its perpetuation through the process of coloniality in the different objects analyzed by the authors.