Abstract
The article describes the experience of rewriting judicial decisions in feminist perspectives carried out under the auspices of the Feminist Judgments Project of the Federal University of Roraima which has adopted the feminist methods of situated knowledges, standpoint theory, feminist standpoint theory, asking the woman question, positionality and the feminist practical reasoning to question the dogmas of universality, neutrality and objectivity of Law and demonstrates that it is possible to write judicial decisions fairer and more adequate for women marked by the intersectionality of gender, race, ethnicity, class and origin, by using a feminist, decolonial, intersectional and intercultural approach. The described experience enabled us to reflect on the gains and the challenges of the pedagogical use of the feminist rewriting in legal education and discusses its role in achieving a feminist, transformative and emancipatory legal education.
Keywords:
Feminist Rewriting; Interculturality; Didactic-Pedagogical Experiences; Feminist Legal Education