Legal-Pedagogical Duplas: A pedagogical strategy to teach legal and administrative tools during territorial defense processes

Abstract

In this article we present a pedagogical strategy for teaching legal-administrative tools in territorial defense processes. This pedagogical strategy is the result of a systematization of experiences as a research methodology for the generation of knowledge from social, epistemic/ontological and educational practices of territorial defense. The systematization of experiences is part of a collaborative action-research done together with the Mexican Center for Environmental Law that systematizes the process of creating a Learning Community for the Defense of Territory. We will begin by reflecting on the construction of knowledge that occurs in environmental movements or social movements that focus their struggles on socio-ecological claims and face socio-environmental conflicts. Subsequently, we will go through the methodological process of critical interpretative systematization as a research methodology to present the pedagogical strategy. We will then show how this pedagogical strategy contributes to the decolonization of Human Rights and State Law and to think about access to justice from a perspective that adds the vision of the communities. We will conclude by inviting to co-construct a legal-pedagogical laboratory that continues to explore how these co-working processes break down technical legal knowledge, embrace the collective generation of knowledge and inter and transdisciplinary research.

Keywords

• systematization of experiences
• territorial defense
• pedagogy
• law
• collaborative action-research.