ABSTRACT
This article is an essay to present the development of a ‘situated pedagogy’ in legal education by the T.R.A.MA Research Project. In order to develop this concept, we are combining two different strategies: the storytelling of a collective formed by a professor and legal students, and the draft of a manifesto that articulates our pedagogical imaginations for more inclusive, critical, and rooted methods for the teaching-learning process in law. This piece is, therefore, a building memory of a practical-theoretical experience of a Brazilian law faculty, and a contribution to the field of legal education with formulations that arrange Paulo’s Freire’s ‘Pedagogy of Autonomy’ repertoire with Feminist and Legal Geography critical materialism.
