CNJ GENDER AND RACE PROTOCOLS AS PEDAGOGICAL TOOLS: TOWARD ANTI-RACIST AND ANTI-SEXIST LEGAL EDUCATION

Abstract

This study examines the Protocol for Judgment with a Gender Perspective and the Protocol for Judgment with a Racial Perspective, issued by the National Council of Justice, as instruments capable of pedagogical appropriation in the training of legal professionals. This is theoretical research, with a qualitative approach, based on bibliographic and documentary review. The central objective is to investigate how the methodological guidelines built to guide the judiciary in reading structural inequalities of gender and race can be transposed to legal education, shifting the anti-racist and anti-sexist discussion from the curricular margin to the center of legal training. The methodology departs from the analysis of the normative texts that instituted both protocols, articulated with specialized literature on critical pedagogy, anti-racist education, and racial and gender theory applied to law. The results indicate that the protocols, originally conceived as tools for qualifying judicial decisions, offer a replicable methodological grammar for the classroom, grounded in the recognition of implicit bias, qualified listening, and the contextualized reading of facts. The research concludes that the persistence of legal education that treats gender and race as elective topics compromises the effectiveness of the protocols themselves. The study proposes, as a contribution, that higher education institutions incorporate the CNJ protocols as a transversal pedagogical tool, present in all fundamental disciplines of the legal curriculum.