The collaborative writing of rewriting judicial decisions in feminist perspectives and legal clinics

Challenges and horizons for legal education

Abstract

https://doi.org/10.1590/2179-8966/2023/79146

This article aims to evaluate the collaborative writing process in the rewriting of decisions from feminist perspectives in legal clinics, highlighting its challenges and didactic-pedagogical horizons for legal education. The research is qualitative with a feminist analysis method and examines the experiences of the Clinic for Attention to Violence at the Federal University of Pará (CAV/UFPA) and the Women's Human Rights Clinic at the Ritter dos Reis University Center (UniRitter) through a bibliographical review and documentary research. At first, the rewriting project is presented, then the experiences of both Clinics and, finally, collaborative writing with a feminist perspective is discussed. In collaborative writing situations, the presence of other people can trigger a process of reflection on language and social practices in an even more intense way. Collaborative writing, with a feminist perspective, as a teaching methodology can enable not only criticism, but also the use of technique and anti-discriminatory legal language.

Keywords: Legal education; Feminisms; Legal clinics; Rewriting; Collaborative writing.