Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Conversas & Controvérsias |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/article/view/42784 |
Resumo: | This article presents, from perspectives of confronting the multiple forms of colonialism, the diagnosis that capitalism and colonialism also structure inequalities in the way knowledge is elaborated and, specifically, how international law is taught. To overcome these inequalities, critical and pedagogical tools, both theoretical and practical, can be used to confront the colonialism of legal structures. The example of decolonial tools, aligned with third-world approaches to international law (TWAIL), is brought as ways of thinking about international law critically and against the structuring of these inequalities. In this sense, the aim here is to discuss the fact that the theoretical references used in the teaching of Brazilian law have a predominantly Eurocentric basis, which is destined for a certain universality that epistemologically silences alternative narratives. Methodologically, a literature review was chosen, since it was necessary to investigate the epistemological bases that format the studies of international law and also because it was important to analyze the critical theories of theorists regarding the idealization of a decolonial pedagogy. A practical-pedagogical proposal was also made, based on decolonial approaches, which enables a critical and decolonized view of international law. It was found that the teaching of international law, in a critical manner, can be seen as a powerful tool for overcoming these inequalities in the way law is perpetuated. |
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Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialismDescolonização do direito internacional: Ferramentas pedagógicas de enfrentamento às múltiplas formas do colonialismoCritical legal educationInternational lawTWAILPostcolonial StudiesDecolonial PedagogyEnsino jurídico críticoDireito InternacionalTWAILEstudos pós-coloniaisPedagogia decolonialThis article presents, from perspectives of confronting the multiple forms of colonialism, the diagnosis that capitalism and colonialism also structure inequalities in the way knowledge is elaborated and, specifically, how international law is taught. To overcome these inequalities, critical and pedagogical tools, both theoretical and practical, can be used to confront the colonialism of legal structures. The example of decolonial tools, aligned with third-world approaches to international law (TWAIL), is brought as ways of thinking about international law critically and against the structuring of these inequalities. In this sense, the aim here is to discuss the fact that the theoretical references used in the teaching of Brazilian law have a predominantly Eurocentric basis, which is destined for a certain universality that epistemologically silences alternative narratives. Methodologically, a literature review was chosen, since it was necessary to investigate the epistemological bases that format the studies of international law and also because it was important to analyze the critical theories of theorists regarding the idealization of a decolonial pedagogy. A practical-pedagogical proposal was also made, based on decolonial approaches, which enables a critical and decolonized view of international law. It was found that the teaching of international law, in a critical manner, can be seen as a powerful tool for overcoming these inequalities in the way law is perpetuated.Esse artigo apresenta, desde perspectivas de enfrentamento às múltiplas formas do colonialismo, o diagnóstico de que o capitalismo e o colonialismo também estruturam desigualdades na maneira como o conhecimento é elaborado e, especificamente, como o direito internacional é lecionado. Para superar essas desigualdades, ferramentas críticas e pedagógicas, tanto teóricas quanto práticas, podem ser utilizadas para o enfrentamento o colonialismo das estruturas jurídicas. Traz-se o exemplo das ferramentas decoloniais, alinhadas com as abordagens terceiro-mundistas do direito internacional (TWAIL), como formas de pensar o direito internacional criticamente e contra a estruturação dessas desigualdades. Nesse sentido, objetiva-se, aqui, discorrer acerca do fato de que as referências teóricas utilizadas no ensino do direito brasileiro possuem uma base predominantemente eurocêntrica, ao qual é destinada para uma determinada universalidade que, epistemologicamente, silencia narrativas alternativas. Metodologicamente, optou-se por uma revisão da literatura, uma vez que se fez necessária uma investigação acerca das bases epistemológicas que formatam os estudos do direito internacional e, também, porque mostrou-se importante analisar as teorias críticas de teóricos(as) quanto à idealização de uma pedagogia decolonial. Realizou-se, ainda, uma proposta prático-pedagógica, a partir de abordagens decoloniais, que possibilite uma visão crítica e descolonizada do direito internacional. Constatou-se que o ensino do direito internacional, de forma crítica, pode ser visto como uma poderosa ferramenta para a superação dessas desigualdades na forma como perpetua-se o direito. Editora da PUCRS - ediPUCRS2022-10-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/article/view/4278410.15448/2178-5694.2022.1.42784Conversas & Controvérsias; Vol. 9 No. 1 (2022): Single Volume; e42784Conversas & Controvérsias; v. 9 n. 1 (2022): Volume Único; e427842178-569410.15448/2178-5694.2022.1reponame:Conversas & Controvérsiasinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/article/view/42784/27691Copyright (c) 2022 Conversas & Controvérsiashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNinomiya, Bruno LopesMantelli, Gabriel Antonio Silveira2023-02-06T13:09:24Zoai:ojs.revistaseletronicas.pucrs.br:article/42784Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/indexPUBhttps://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/oaiteresa.marques@pucrs.br2178-56942178-5694opendoar:2023-02-06T13:09:24Conversas & Controvérsias - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism Descolonização do direito internacional: Ferramentas pedagógicas de enfrentamento às múltiplas formas do colonialismo |
title |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism |
spellingShingle |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism Ninomiya, Bruno Lopes Critical legal education International law TWAIL Postcolonial Studies Decolonial Pedagogy Ensino jurídico crítico Direito Internacional TWAIL Estudos pós-coloniais Pedagogia decolonial |
title_short |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism |
title_full |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism |
title_fullStr |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism |
title_full_unstemmed |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism |
title_sort |
Decolonization of international law: Pedagogical mechanisms to confront the multiple forms of colonialism |
author |
Ninomiya, Bruno Lopes |
author_facet |
Ninomiya, Bruno Lopes Mantelli, Gabriel Antonio Silveira |
author_role |
author |
author2 |
Mantelli, Gabriel Antonio Silveira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ninomiya, Bruno Lopes Mantelli, Gabriel Antonio Silveira |
dc.subject.por.fl_str_mv |
Critical legal education International law TWAIL Postcolonial Studies Decolonial Pedagogy Ensino jurídico crítico Direito Internacional TWAIL Estudos pós-coloniais Pedagogia decolonial |
topic |
Critical legal education International law TWAIL Postcolonial Studies Decolonial Pedagogy Ensino jurídico crítico Direito Internacional TWAIL Estudos pós-coloniais Pedagogia decolonial |
description |
This article presents, from perspectives of confronting the multiple forms of colonialism, the diagnosis that capitalism and colonialism also structure inequalities in the way knowledge is elaborated and, specifically, how international law is taught. To overcome these inequalities, critical and pedagogical tools, both theoretical and practical, can be used to confront the colonialism of legal structures. The example of decolonial tools, aligned with third-world approaches to international law (TWAIL), is brought as ways of thinking about international law critically and against the structuring of these inequalities. In this sense, the aim here is to discuss the fact that the theoretical references used in the teaching of Brazilian law have a predominantly Eurocentric basis, which is destined for a certain universality that epistemologically silences alternative narratives. Methodologically, a literature review was chosen, since it was necessary to investigate the epistemological bases that format the studies of international law and also because it was important to analyze the critical theories of theorists regarding the idealization of a decolonial pedagogy. A practical-pedagogical proposal was also made, based on decolonial approaches, which enables a critical and decolonized view of international law. It was found that the teaching of international law, in a critical manner, can be seen as a powerful tool for overcoming these inequalities in the way law is perpetuated. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/article/view/42784 10.15448/2178-5694.2022.1.42784 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/article/view/42784 |
identifier_str_mv |
10.15448/2178-5694.2022.1.42784 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/conversasecontroversias/article/view/42784/27691 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Conversas & Controvérsias http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Conversas & Controvérsias http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Conversas & Controvérsias; Vol. 9 No. 1 (2022): Single Volume; e42784 Conversas & Controvérsias; v. 9 n. 1 (2022): Volume Único; e42784 2178-5694 10.15448/2178-5694.2022.1 reponame:Conversas & Controvérsias instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Conversas & Controvérsias |
collection |
Conversas & Controvérsias |
repository.name.fl_str_mv |
Conversas & Controvérsias - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
teresa.marques@pucrs.br |
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1797054070678093824 |