Título :	Formación jurídica en clave de alteridad, justicia cognitiva, diversidad y episteme biográfica: una apuesta emancipadora desde la práctica jurídica universitaria
Tipo de documento:	documento electrónico
Autores:	Carvajal Bermúdez, Jorge Enrique, Autor ; Carreño Bustamante, María Teresa, Asesor
Editorial:	Manizales [Colombia] : Universidad de Manizales*
Fecha de publicación:	2025
Colección:	RiDUM - Facultad de Ciencias Sociales y Humanas
Subcolección:	Doctorado Formación en Diversidad
Palabras clave:	Formación en diversidad  Consultorios jurídicos  Episteme biográfica  Reconocimiento de la diversidad  Alteridad
Resumen:	Human rights, diversity, biographical episteme, otherness, cognitive justice, horizontal pedagogy, and university legal practice are the central themes of this doctoral research, whose overall objective is to critically analyze the traditional model of legal education in Colombia and propose its transformation from a situated, humanizing perspective committed to the recognition of the other. In light of this gap, this doctoral research is structured around the themes of human rights, diversity, positivism, biographical episteme, otherness, cognitive justice, horizontal pedagogy, and university legal practice, with the overall objective of critically analyzing this model and proposing its transformation from a situated, humanizing perspective committed to the recognition of the other. It starts from the recognition that university legal education has been dominated by a technical-formal rationality centered on normative positivism, which has generated a profound disconnect from the social realities of historically excluded communities. This gap opens up a problematic field that has not yet been sufficiently explored, focused on understanding to ¿What extent university legal clinics can become transformative educational spaces capable of reconfiguring traditional legal education from a biographical episteme oriented toward the promotion of otherness, cognitive justice, and the effective recognition of diversity in the exercise of human rights?. In effect, it is based on an epistemic-biographical perspective that recognizes the formative value of the life trajectories of students and teachers as a source of meaning, moral sensitivity, and ethical openness. Using a qualitative, documentary, and critical methodology, the structural limitations of the current pedagogical model are analyzed and guidelines for a transformative proposal are developed in three chapters: the first focuses on a critique of legal formalism and the need to horizontalize human rights; the second focuses on the development of categories such as the right to uniqueness, diversity, and pan-discrimination; and the third is dedicated to a situated curriculum proposal that redefines legal clinics as laboratories of legal hospitality and cognitive justice. The main finding is that this transformation is essential for training jurists who are committed to the dignity of others and to the ethical use of law as an emancipatory tool.
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7727
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

Formación jurídica en clave de alteridad, justicia cognitiva, diversidad y episteme biográfica: una apuesta emancipadora desde la práctica jurídica universitaria [documento electrónico] / Carvajal Bermúdez, Jorge Enrique, Autor ; Carreño Bustamante, María Teresa, Asesor . - Manizales [Colombia] : Universidad de Manizales*, 2025. - (RiDUM - Facultad de Ciencias Sociales y Humanas. Doctorado Formación en Diversidad) .

Palabras clave:	Formación en diversidad  Consultorios jurídicos  Episteme biográfica  Reconocimiento de la diversidad  Alteridad
Resumen:	Human rights, diversity, biographical episteme, otherness, cognitive justice, horizontal pedagogy, and university legal practice are the central themes of this doctoral research, whose overall objective is to critically analyze the traditional model of legal education in Colombia and propose its transformation from a situated, humanizing perspective committed to the recognition of the other. In light of this gap, this doctoral research is structured around the themes of human rights, diversity, positivism, biographical episteme, otherness, cognitive justice, horizontal pedagogy, and university legal practice, with the overall objective of critically analyzing this model and proposing its transformation from a situated, humanizing perspective committed to the recognition of the other. It starts from the recognition that university legal education has been dominated by a technical-formal rationality centered on normative positivism, which has generated a profound disconnect from the social realities of historically excluded communities. This gap opens up a problematic field that has not yet been sufficiently explored, focused on understanding to ¿What extent university legal clinics can become transformative educational spaces capable of reconfiguring traditional legal education from a biographical episteme oriented toward the promotion of otherness, cognitive justice, and the effective recognition of diversity in the exercise of human rights?. In effect, it is based on an epistemic-biographical perspective that recognizes the formative value of the life trajectories of students and teachers as a source of meaning, moral sensitivity, and ethical openness. Using a qualitative, documentary, and critical methodology, the structural limitations of the current pedagogical model are analyzed and guidelines for a transformative proposal are developed in three chapters: the first focuses on a critique of legal formalism and the need to horizontalize human rights; the second focuses on the development of categories such as the right to uniqueness, diversity, and pan-discrimination; and the third is dedicated to a situated curriculum proposal that redefines legal clinics as laboratories of legal hospitality and cognitive justice. The main finding is that this transformation is essential for training jurists who are committed to the dignity of others and to the ethical use of law as an emancipatory tool.
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7727
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i