Students' perceptions of the didactic-pedagogical experience of rewriting judicial decisions from feminist and anti-racist perspectives

Abstract

Abstract This article aims to analyze how students involved in feminist judgment projects in 2021-2022 perceive the impact of such experiences on their legal education. We have enumerated the effects perceived by undergraduate and postgraduate students resulting from the project in their educational institutions and in their formation as legal scholars. The study was qualitative and used a virtual questionnaire for data collection. The literature review encompasses works on the pedagogical aspects of feminist rewriting projects in various countries, including those addressing challenges to critical legal education in Brazil. Our analysis confirms the potential of feminist rewriting practices to enhance the critical and interdisciplinary education of law students.