Educação jurídica com perspectiva de gênero e interseccionalidades: Uma visão educativa indispensável para a consecução do Objetivo de Desenvolvimento Sustentável 5 da Agenda 2030 da ONU

Sheila Stolz; Luiza Nogueira Souza

doi:10.5354/0719-5885.2023.69409

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Legal education with a gender perspective and intersectionalities: An essential educational vision for achieving SDG 5 of the UN 2030 Agenda

Authors

Sheila Stolz Universidade Federal do Rio Grande (FURG) https://orcid.org/0000-0003-3591-7153
Luiza Nogueira Souza Universidade Federal do Rio Grande https://orcid.org/0000-0003-3420-248X

Vol. 10 No. 1 (2023)

https://doi.org/10.5354/0719-5885.2023.69409

Abstract

Based on the hypothesis that legal education with a gender and intersectional perspective is essential to achieve goal 5.c belonging to the Sustainable Development Goal 5 «Empowerment of women and girls» of the 2030 Agenda (UN). The objective is to analyse the potential of legal education with a critical bias and with contents sensitive to the Human Rights of women and intersectionalities. Regarding the research media, these are classified as bibliographic and documentary, since they were based on the analysis of articles, books, and legal documents on the subject. Given the content examined, it is possible to affirm that the issues that permeate the debates on gender, legal feminism, and intersectionalities need to be present in the teaching of law. However, the effectiveness of such public policies requires multiple and joint efforts by the State, educators, and society as a whole.

Author Biographies

Sheila Stolz, Universidade Federal do Rio Grande (FURG)

Sheila Stolz is coordinator and associate professor of the Graduate Program
in Law and Social Justice from the Faculty of Law of the Federal University of Rio
Grande, PhD in Law from the Pontifical Catholic University of Rio Grande do
South and CAPES scholarship holder, Master in Law from Universitat Pompeu Fabra (Barcelona,
Spain). Coordinator of the Law, Gender and Plural Identities Research Group
and the Nucleus for Research and Extension in Human Rights. Your e-mail
is sheilastolz@gmail.com. https://orcid.org/0000-0003-3591-7153.

Luiza Nogueira Souza, Universidade Federal do Rio Grande

Luiza Nogueira Souza is a lawyer, specialist in Civil Law (PUC/MG)
and in Constitutional Law (Anhanguera-Uniderp), CAPES bag holder and mestranda do
Postgraduate Program in Law and Social Justice of the Federal University of
Rio Grande. Researcher of the Law, Gender and Plural Identities Research Group
and of the Nucleus of Research and Extension in Human Rights. Your email
é advluizanogueira@hotmail.com. https://orcid.org/0000-0003-3420-248X.

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How to Cite

Stolz, S., & Nogueira Souza, L. (2023). Legal education with a gender perspective and intersectionalities: An essential educational vision for achieving SDG 5 of the UN 2030 Agenda. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 10(1), 163–176. https://doi.org/10.5354/0719-5885.2023.69409