Epistemological emancipations from the decolonization perspective

(re)formulating legal education from the south

Abstract

This article aims to understand the potentiality to introduce a decolonial and critical pedagogy practice can provide in legal education. It starts with the diagnosis that it is practiced, in the pedagogy of law, from Brazil, the hegemony of euro centered perspectives in other contexts to deduce and understand the local reality. In order to advance in a new paradigm that disrupt this epistemological "monoculture", the possibilities of a critical and decolonial pedagogy prove to be fruitful for law schools. In dialogue with the critical literature of pedagogy, the idea of ??decolonization of legal education is proposed, rescuing marginal thinkers, revisiting other knowledge. With this proposal, we seek a decolonial epistemological change that concerns the praxis of opposition to the project of eurocentric and racist knowledge, in the field of law, imposed as universal on the world since colonial times. It was found, after all, that this epistemic resistance, in practice, requires the re-elaboration of the curriculum and the inclusion of other knowledge and knowledge in traditional legal sciences through alternative teaching methodologies. Therefore, with an empirical proposal, the authors' experience was presented with an activity involving the decentralization of the traditional bibliography on the General Theory of the State with thematic and plural seminars with transforming potentials.