A inserção dos estudos de gênero nos cursos de graduação em direito no estado do Rio Grande do Sul como estímulo à garantia de relações igualitárias entre homens e mulheres.

Abstract

This thesis, developed under the supervision of Professor Marli Marlene Moraes da Costa, is part of the research line "Diversity and Public Policies" of the Graduate Program in Law at the University of Santa Cruz do Sul (UNISC). The professor's experience in teaching, research and extension, especially in interdisciplinary publications that problematize conflicts related to feminism, with an emphasis on domestic and family violence, gender inequality and women's rights, justifies her selection as advisor. The general objective of this research is to analyze, through empirical research with a sample of universities in Rio Grande do Sul, the potential of including gender studies in legal education to promote equality between men and women. Thus, it starts from the following problem: how has legal education enabled students to access gender issues, encouraging the adoption of an inclusive approach in the disciplines that make up the curricula of law courses, with the purpose of reducing inequalities between men and women? The hypothesis is that the inclusion of gender studies as an independent and mandatory discipline in undergraduate law courses contributes significantly to the construction of a new paradigm of equality. To address the problem and prove the hypothesis, the research uses an exploratory and qualitative approach, combining elements of bibliographic and documentary research. Data collection was carried out through questionnaires administered to students and coordinators of law courses, whose responses were analyzed and interpreted in light of a theoretical framework constructed from the literature on intersectional and decolonial feminist pedagogies in higher education. The results show that the inclusion of content on gender in the curricula of law courses, specifically through an independent and mandatory discipline, is the most effective proposal for the development of skills and abilities that allow students to delve deeper into the subject, deconstruct androcentric paradigms, promote a plural legal practice and, consequently, collaborate to reduce inequality between men and women. The research also demonstrates the need for critical and reflective legal training in relation to the legal treatment of women, enabling jurists to apply the gender perspective in legal practice. It points to the urgency of overcoming the positivist, formalist, patriarchal and disciplinary character that still characterizes legal training and that often neglects the complexities and inequalities present in contemporary society. It is concluded that the inclusion of the gender perspective as an autonomous and mandatory discipline, in addition to transversal approaches, constitutes an effective tool to drive paradigm shifts in legal education, promoting in-depth dialogues that aim to mitigate gender inequalities and stimulate female emancipation.