Revista Derecho del Estado

REDIAL and imperialismo y derecho internacional. An opportunity to reflect

Resumen Este texto présenta el número monográfico de la Revista Derecho del Estado sobre educación en derecho internacional. Para tal efecto, da cuenta del origen de este número, de la relación entre los artículos que acá se compilan, enmarcados todos en el proyecto REDIAL y el libro Imperialismo y derecho internacional. A renglón seguido, resume algunas reflexiónes sobre una de las preguntas clave del proyecto REDIAL: /,cuál debe ser el papel del académico dedicado al derecho internacional en nuestra región?.

Abstract This paper introduces the special issue of Revista Derecho del Estado on Legal Education and International Law. To do that, it explain how raised the idea of this special issue and what is the relation between the papers compilated, all of them framed on the REDIAL Project, and the book Imperialismo y derecho internacional. Finally, the paper summarizes some reflexións on one of the main issues of REDIAL Project: what is the role of the international scholar in Latin America?.

Del colonialismo a la emancipación epistémica. Un aporte doble al debate sobre la relación entre imperialismo y derecho internacional

Indigenous people and International Law practice in Chile: New horizons before the weakening of the authoritarian legacies

Resumen A partir de los años 1990 el derecho internacional ha comenzado a reconocer las demandas de los pueblos originarios. Desde entonces, los pueblos originarios han adquirido progresivamente el carácter de sujeto de derecho internacional. Para Chile este cambio debería haber sido significativo. Los años noventa no solo marcaron el fin de la Guerra Fría y la consiguiente renovada relevancia del derecho internacional; también fueron los años en que Chile recuperó su democracia. Mientras el país, siguiendo los avances del derecho internacional, comenzó a confrontar las violaciones a los derechos humanos cometidas durante la dictadura, el pasado colonial y las demandas de pueblos originarios siguen siendo ignorados. Argumentamos que los legados del autoritarismo en la disciplina del derecho internacional en Chile explican en parte la incapacidad de responder a las demandas de los pueblos originarios. Concluimos explorando la posibilidad de una renovación disciplinar en Chile a la luz del quiebre actual de los consensos que marcaron la transición. Aún es muy tempraño para predecir si estos cambios traerán consigo una práctica del derecho internacional en Chile más receptiva a las demandas de los pueblos originarios.

Abstract International law, since the 1990s has come to recognize indigenous peoples' demands. Since then, indigenous people have acquired the status of international legal subject. For Chile, this should have marked a significant departure. The 1990s inaugurated not only the end of the cold war and thus the renewed relevance of international law, but also the return to democratic rule. Following global trends, Chile started to confront the violation of human rights occurring during the dictatorship. But Chile's colonial past and the demands of indigenous peoples continue to be ignored. We argue that the legacies of authoritarianism in the Chilean practice of international law, explain in part the inability to respond to these demands. We conclude exploring the possibility of disciplinary renewal in in light of the end of the political consensus that marked the Chilean transition to democracy. It remains to be seen if these shifts will render Chilean international lawyers more receptive to indigenous peoples' demands.

The teaching of International Law in Bogotá: A preliminary diagnosis, departing from the analysis of syllabuses and its relationship with the epistemologies of not-knowing

Resumen Este artículo presenta los resultados de un diagnóstico inicial realizado en 24 programas de cursos de derecho internacional (DI) de 10 universidades bogotanas para analizar y problematizar la educación del derecho internacional, a la luz de las epistemologías de la ignorancia (agnotología). Este primer estudio sobre el tema busca sentar las bases para discusiones futuras que lo complementen o contradigan y que resulten en, por ejemplo, trabajos que hagan propuestas para repensar los alcances de la enseñanza en derecho internacional en Bogotá. El estudio preliminar muestra que la forma actual de educación del DI en Bogotá se caracteriza por una línea eurocéntrica clásica, no interdisciplinaria y donde la relación de la educación del DI con las problemáticas locales es limitada. El artículo muestra cómo la enseñanza del DI en Bogotá crea pun-tos ciegos epistemológicos o epistemologías de ignorancia. La creación de estas epistemologías de ignorancia limita la percepción y problematización para que los estudiantes y abogados, mediante la práctica de DI, puedan ver alternativas de conceptualización, reflexionando sobre los orígenes del DI, su relación con los proyectos coloniales e imperiales y su conexión con el contexto local.

Abstract This paper presents the results of a preliminary empirical study analysing 24 syllabuses of International Law related subjects from 10 Universities in Bogotá. This empirical study is analysed using the theoretical framework of epistemologies of ignorance (agnotology). This preliminary and limited empirical study seeks to be the starting point for future discussions with colleagues in Colombia and in the region about the teaching and learning of IL in the region. In pursuing this empirical research, the paper shows that the teaching of IL in Bogotá tent to take an orthodox and Eurocentric approach, not pursuing an interdisciplinary approach and not focusing on local problems. In this sense, the paper argues that the way how IL is taught in Bogotá creates epistemological blind spots, that we refer as epistemologies of ignorance. The creation of this epistemologies of ignorance limits the perception and problematisation that the students and IL lawyers may have in reflecting on the origins of the IL, its relationship with colonial and imperial projects and its relationship with the local context.

History and critique in International Law in Latin America: Revisiting past discussions on legal education in the region

Resumo Este trabalho tem como objetivo revisitar os questionamentos articulados no âmbito das cinco Conferências de Faculdades de Direito Latino-Americanas realizadas entre 1959 e 1974 em nossa região. Sem pretender uma reconstrução histórica exaustiva sobre esses encontros, este estudo busca lançar luz em antigas discussões sobre ensino jurídico na América Latina. De forma semelhante, não se busca discutir o quanto efetivamente foi alterado na organização e nas atividades das faculdades de direito a partir das recomendações adotadas nas referidas conferências, mas sim explorar questionamentos pretéritos sobre o papel do direito em projetos políticos de transformação. A retomada dessas discussões é importante para embasar reflexões inovadoras sobre o ensino do direito internacional na América Latina na atualidade, pois mudanças foram propostas a partir de uma sensibilidade latino-americana, revelando-se a necessidade de atrelar projetos políticos a iniciativas de reforma pedagógica. Considerando que estudos históricos em direito internacional necessariamente contém um certo elemento de anacronismo, tal como afirmado por Anne Orford em ¿Elpassado como derecho o como historia? La relevância del imperialismo para el derecho internacional moderno, esta contribuição aborda a dimensão histórica dos debates sobre ensino jurídico na América Latina como esforço necessário para as reflexões empreendidas atualmente no contexto do projeto "Repensar la educación en derecho internacional en América Latina" (REDIAL).

Abstract This contribution revisits the discussions undertaken between 1959 and 1974 during the holding of the five Conferences of Latin American Law Schools in our region. With no intention to present a comprehensive historical reconstruction of these meetings, this study aims at shedding light on past dialogues on legal education in Latin America. In a similar vein, this contribution will not discuss how effectively the recommendations reached at these meetings have changed the organization and the activities of Latin American law schools, but it will explore past interrogations on the role of law in political projects of transformation. The resumption of these discussions is important to support innovative reflections on international legal education in Latin America today because changes were proposed based on a Latin American sensibility, revealing the need to link political projects to pedagogical reform initiatives. Considering that historical studies in international law are necessarily anachronistic, as stated by Anne Orford in The past as law or history? The relevance of imperialism for modern international law, this contribution approaches the history of discussions on legal education in Latin America as a necessary effort related to the current interrogations articulated in the context of the project "Rethinking International Legal Education in Latin America" (REDIAL).

Teaching International Law in Brazil: A practice overview and its challenges

Resumo Este trabalho expõe os resultados de uma pesquisa exploratória sobre a prática de ensino do direito internacional, pela perspectiva de quem ensina nos cursos de graduação em direito no Brasil. Seu objetivo é jogar luz à diversidade das perspectivas dos docentes entrevistados e, ao mesmo tempo, apontar elementos comuns de fala que os conectam pela similitude de sua prática e de seus desafios. A primeira parte conta quem foram os docentes selecionados na amostra de pesquisa, analisando brevemente seu perfil demográfico e sua formação. A segunda parte traça um quadro geral do ensino da disciplina a partir dos relatos desses docentes, mostrando os aspectos recorrentes dos métodos de ensino adotados e as justificativas dos professores para essas escolhas. A terceira parte enfoca os desafios nas narrativas dos docentes sobre como é ensinar direito internacional no Brasil, que vão desde problemas específicos da disciplina do direito internacional até a falta de infraestrutura em suas instituições.

Abstract This paper presents the results of an exploratory research on international law teaching, from the perspective of those who teach in graduate-level law faculties in Brazil. It aims at shedding light on the diversity of interviewed professors' perspectives and, at the same time, pointing out common elements of speech that connect them by similarity of their practice and challenges. The first part indicates who were the selected teachers of the research sample, briefly analyzing their demographic profile and training. The second part outlines a general framework of how the discipline is taught, based on the professors' accounts, showing aspects of the teaching methods currently adopted and their justifications. The third part addresses the challenges reported in narratives about teaching international law in Brazil, ranging from problems particular to the discipline of international law to the lacking infrastructure in institutions.

The importance of decolonizing International Human Rights Law: The prior consultation in Colombia case

Resumen La consulta previa ha sido reconocida como uno de los instrumentos más emacipatorios en el marco del derecho internacional de los derechos humanos, con el que cuentan los pueblos indígenas y las comunidades étnicas para defender sus territorios en la actualidad. Sin embargo, la consulta previa también ha tenido en algunos casos un uso ambivalente por diversos actores que han acudido a este instrumento para fines diferentes a los contemplados en el Convenio 169 de la OIT, uso que, lejos de proteger los derechos de los pueblos y comunidades, ha redundado en su afectación y en el detrimento de estos grupos. El propósito principal de este artículo es cuestionar el uso ambivalente de la consulta previa en Colombia desde la perspectiva del pensamiento decolonial, partiendo de la noción de la 'colonialidad'. Espe-cíficamente se argumenta que el problema de las restricciones y limitaciones de la consulta que se explican en este artículo obedece a los sesgos coloniales que arrastra la consulta y que a su vez se encuentran imbuidos en la lógica liberal a la que responde dicha institución.

Abstract The prior consultation has been recognized as one of the most emancipatory tools in the International Human Rights Law framework which currently allows the indigenous people and the ethnic communities defend their territories. Nevertheless, in some cases the prior consultation has an ambivalent use by other agents that goes against the purposes of the Convention No. 169 from the ilo. Uses that doesn't protect the people's and communities' rights but affect and perish them. In this order of ideas, the main purpose of this article is to dispute that ambivalent use of the prior consultation from the decolonial thinking perspective, using as a starting point, the "coloniality" notion. In particular we argue that the problem of prior consultation restrictions and limitations that are explained in this paper, obey to a series of colonial bias that are implied in the consultation and are part of the liberal logic that characterize that figure.