THE PROBLEMS OF PERSONAL RECOGNITION IN THE HEARING ROOM AND THE RIGHT TO SILENCE AS NON-COERCTIVE VIOLENCE IN REACTION/CRITICAL TO STATE VIOLENCE

Authors

  • Luize Cristina de Oliveira Alves Universidade Federal do Pará

DOI:

https://doi.org/10.51891/rease.v8i2.4288

Keywords:

Personal recognition. Right to silence. State violence. Non-coercive violence. Judith Butler Walter Benjamin.

Abstract

The objective of the present work is to analyze the main problems related to one of the forms of flexibilization of personal recognition established in art. 226 of the CPP: recognition carried out in the courtroom. Without any legal provision, violating the accusatory system and blatantly inductive, this type of recognition constitutes true state violence. The evocation of the right to silence (“nemo tenetur se detegere”) appears, therefore, as a kind of non-coercive reaction to state violence (paradoxically, non-violent violence). In this sense, next, the concepts of state coercive violence and non-coercive reaction violence (pacifism) conceived by Judith Butler in a comment to the work “For a critique of violence” by Walter Benjamin are discussed. In conclusion, a parallel is established between state coercive violence that makes personal recognition more flexible and produces illegal evidence and non-coercive and peaceful violence of the subject who refuses to submit to recognition.

Author Biography

Luize Cristina de Oliveira Alves, Universidade Federal do Pará

Mestranda pelo Programa de Pós-graduação em Direito da Universidade Federal do Pará (PPGD/UFPA). Membro do Grupo de Pesquisa "Garantismo em Movimento" (CNPq) Assessora do Ministério Público do Estado do Pará (MPPA). Bacharel em Direito pela Universidade Federal do Pará (UFPA). E-mail: alves.luize@gmail.com.

Published

2022-02-28

How to Cite

Alves, L. C. de O. . (2022). THE PROBLEMS OF PERSONAL RECOGNITION IN THE HEARING ROOM AND THE RIGHT TO SILENCE AS NON-COERCTIVE VIOLENCE IN REACTION/CRITICAL TO STATE VIOLENCE. Revista Ibero-Americana De Humanidades, Ciências E Educação, 8(2), 1063–1074. https://doi.org/10.51891/rease.v8i2.4288