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Published in:
Comparative Law and Multicultural Legal Classes: Challenge or Opportunity? Read chapter Read first chapter

2020 | OriginalPaper | Chapter

Brazilian Experience on Comparative Law: Much to Do, and Multicultural Legal Classes as an Opportunity

Author : Melina Girardi-Fachin

Published in: Comparative Law and Multicultural Legal Classes: Challenge or Opportunity?

Publisher: Springer International Publishing

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Abstract

The present article is the Brazilian Report submited to the 2018 Fukuoka international congress on comparative law. This report works, in a first moment, with notions of comparative law, especially involving different cultural traditions. Then, from a bibliographical point of view, the Brazilian legal system is analyzed, as well as concrete cases related to different national experiences, which allows the dialogue between distinct legal orders. To this end, the paper starts from the “common language” of human rights, demonstrating, for example, the possibility of dialoguing between two national or international courts (horizontal approach) through borrowings (vertical approach). In that way, the main conclusion is that the importation of legal models helps to sediment the need for this dialogue to act as a two-way procedure and not just as a blind imposition of an exogenous model. In a second part, the current paradigm on legal education is outlined to examine how it may be able—or not—to deal with multicultural classes. As a result, it is found that in Brazil, since the discipline of comparative law is not traditionally seen as an object of reflection, it is imperative to rethink the role of legal education in order to create a multicultural environment, capable of reproducing the complexity of todayʼs world in classroom. To corroborate this position, the adoption of affirmative policies reserved for vulnerable groups by Brazilian public universities is addressed, which has helped to build a plural legal learning environment.

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previous chapter Comparative Law and Multicultural Classes: A Japanese Example
next chapter Comparative Law and Multicultural Legal Classes in Italy: Challenge or Opportunity?
Footnotes
1
It is essentially equivalent to what the Germans call Rechtsvergleichung, what we can translate as “comparison of laws”. Dantas (1997), p. 234.
 
2
Sgarbossa and Jensen (2008), p. 20.
 
3
Sgarbossa and Jensen (2008), p. 23.
 
4
The comparative method is only one of the tools of Comparative Law. In this field of the legal phenomenon, scholars use other instruments included in the everyday of the operators of Law taken as whole. It is surely in the field of Comparative Law that the scientific nature of the juridical phenomenon is fully proven, in the measure as any unnoticed detail can compromise the study made among the collated normative orders. Carvalho (2008), p. 144.
 
5
de Silva Pereira (1952), p. 44.
 
6
About the theme Boaventura de Sousa Santos pronounces: “The question is whether what is called globalization should not be more correctly Westernization or Americanization (Ritzer 1995), since values, artifacts and the globalizing symbolic universes are Western and sometimes specifically North Americans”. de Sousa Santos (2002), p. 45.
 
7
Ianni (1996), pp. 13–14.
 
8
de Sousa Santos (2002).
 
9
Zagrebelsky (1999).
 
10
Sgarbossa and Jensen (2008), p. 28.
 
11
Dantas (1997), p. 235.
 
12
de Souza Mendonça (2003).
 
13
“The expression families of law or systems of law in the broad sense corresponds to the concept of the large sets of analogous or similar legal systems historically derived from each other, based on the same or similar structuring elements. […] According to the theory of the determining elements, they shall mean those fundamental elements of the legal systems, which have influence on the whole legal system and distinguish them from those belonging to other systems in the broad sense (or families), which are precisely because they are based on several determinants” Sgarbossa and Jensen (2008), p. 85.
 
14
Coelho (2004), p. 264.
 
15
Inter-American Court of Human Rights (2005).
 
16
“[T]he link binding of indigenous peoples on its traditional territories and natural resources linked to its culture that there they find themselves, then as the incorporeal elements that come off from them”. Inter-American Court of Human Rights (2005), p. 90.
 
17
Sgarbossa and Jensen (2008), p. 148.
 
18
Garapon and Allard (2005), p. 30.
 
19
Tadeucci and McCall vs Italy; Toonen v. Austrália.
 
20
Geoffrey Léger vs. Ministre des Affaires Sociales, de La Santé et des Droits des femmes et l’Établissement Français du Sang.
 
21
The Atala Riffo Case from the Interamerican Court and the Salgueiro da Silva Mouta case from the European Court of Human Rights.
 
22
Sgarbossa and Jensen (2008), pp. 149–150.
 
23
Uprimny (2007), p. 56.
 
24
Sgarbossa and Jensen (2008), pp. 165–166.
 
25
Keeping the archetype set in history, the attempt to solve the social mismatch of legal education was repeatedly proposed in the form of curricular change. This happened in 1961, already under the control of the Federal Council of Education. The ʻminimum curriculumʼ for Law courses was born. The idea was that law courses are expected to have a certain qualitative liberality, in addition to a minimum required for the general legal training of students. Without due follow-up, the market again started dictating the rules, and “experience was, however, that the minimum curriculum became, strictly speaking, a maximum curriculum”. Martinez (2003), p. 35.
 
26
Martinez (2003), p. 34.
 
27
“Noticing this concern undoubtedly implies recognizing dehumanization, not only as an ontological viability, but as a historical reality. It is also, and perhaps above all, from this painful realization that men wonder about the other viability, that of their humanization. Both, at the root of their inconclusion, are to inscribe them in a permanent search movement. Humanization and dehumanization in the course of history and in a real, concrete and objective context are the possibility of men as inconclusive beings who are at the same time aware of their inconclusion”. Freire (1987).
 
28
Martinez (2003), p. 37.
 
29
Pursuant to the Brazilian law, the beneficiaries of this public policy are: those from low-income families (income equal to or lower than 1.5 minimum wages), students who have attended the high school only in public schools, black people, indigenous peoples and people with disabilities.
 
30
ADPF 186, Min. Ricardo Lewandowski, Full Court, ruled on 26 April, 2012, published on 20 October, 2014. STF (2014).
 
31
Racial Profile in Federal Institutions; Andifes (2016).
 
32
Social-economic Profile in Federal Institutions; Andifes (2016).
 
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Metadata
Title
Brazilian Experience on Comparative Law: Much to Do, and Multicultural Legal Classes as an Opportunity
Author
Melina Girardi-Fachin
Copyright Year
2020
Book
Comparative Law and Multicultural Legal Classes: Challenge or Opportunity?

Print ISBN: 978-3-030-46897-2

Electronic ISBN: 978-3-030-46898-9

Copyright Year: 2020

DOI
https://doi.org/10.1007/978-3-030-46898-9_3