Freirean Perspectives and Other Writings in the Construction of Legal Education in Brazil

Abstract

This paper discusses the extent to which Freirean thought can contribute to (re)thinking legal education in Brazil from the perspectives of gender, race, and class, casting a historical gaze on the consequences of a banking model of education that silences and renders invisible people and human experiences. Methodologically, the research is structured around the dialectical method, with a qualitative approach, bibliographic, exploratory, and descriptive research, and employs content analysis. To consolidate the theoretical framework, the study draws on the contributions of authors such as Freire, hooks, and Gonzalez, who help align the discussion of transgression as a foundation for thinking about a liberatory, dialogical, and problem-posing education for and grounded in Human Rights. It is also important to highlight how gendered, racist, and classist frameworks operate within the structure of legal education in Brazil, based on the axes of teaching, research, and extension.