Mostrando las entradas con la etiqueta derecho a la protesta. Mostrar todas las entradas
Mostrando las entradas con la etiqueta derecho a la protesta. Mostrar todas las entradas

2.9.16

Criterios fallidos

2 de septiembre de 2016

Para hacer un análisis serio y con profundidad sobre una protesta hay que partir de que existe un conflicto; hay que acogerlo, abrazarlo, no negarlo; no partir de la premisa de que estamos en situación de perfecta convivencia o "normalidad". Y no es suficiente decir que es un conflicto entre "dos derechos" porque eso no solo no nos lleva lejos para atender la disputa sino que es insuficiente para develarla. El conflicto es entre dos mundos de vida, entre dos perspectivas de política, entre una política pública que ha triunfado -y por lo tanto domina- y otra que abiertamente la desafía. De ahí tendríamos que partir. Por eso los criterios de "tiempo", "lugar" y "manera" que pretenden ser neutrales y hacer borradura de lo verdaderamente importante que atañe a ese conflicto, que pretenden borrar y negar esa agonía política, se quedan demasiado cortos.

Una vez se reconoce que hay un conflicto, y que en una sociedad democrática es normal, deseable y legítimo que lo haya, entonces analizamos si las partes de ese conflicto tienen o han tenido los mismos medios para exponer su punto, si una parte se ha posicionado como la parte dominante con ventajas y si lo ha hecho fuera del ámbito mínimo de lo que "un estado democrático de derecho" presume. La legitimidad que tiene o que vaya ganando o perdiendo la protesta debe analizarse tomando en cuenta que en muchas ocasiones, si no la mayoría, el desafío que se hace no ha tenido las mismas oportunidades y medios de poder para exponerse, plantearse, cuestionarse y posicionarse como una verdadera fuerza opositora a la dominante. 

El liberalismo más simple presume fallidamente (¿quién en su sano juicio a esta altura del juego lo puede negar?) que las dos partes en conflicto son iguales, oculta que una es dominante y la asume inocente porque su dominio y orden ya lo ha ejercido previo a la protesta, y es esencial preguntarse cómo. Por eso, para que verdaderamente hablemos de un derecho a protestar, tiene que haber incomodidad que es la que abre el camino a que se escuche el reclamo que ha sido desplazado. Y esto es lo que al final más importa, ¿cuál es el reclamo?, que éste pueda tener un lugar en un orden de cosas que lo excluyó. Mucho más cuando ese reclamo se tiene que hacer fuera de los parámetros tradicionales de una democracia representativa, como es nuestro caso. No podemos requerir criterios jurídicos del liberalismo tradicional allí donde lo que se protesta es precisamente que éste ha fallado.

(foto: WAPA TV).

Protesta contra Promesa

31 de agosto de 2016

Lo que se protesta hoy en Puerto Rico, con toda la razón del mundo, se ha denunciado y protestado a nivel global, en campañas, en manifestaciones, en cine y documentales, en la literatura política y económica: este esquema de acreedores globales contra países y poblaciones es corrupto, perverso, inmoral, mezquino y debe derrotarse porque mantiene el control de las vidas de la mayoría del planeta. 

Y Nosotros también ahora debemos denunciarlo porque se nos ha materializado burdamente a través de una ley llamada PROMESA, hecha a la medida únicamente para acreedores, una ley propia del ámbito civil-patrimonial que transfiere nuestros bienes comunes, nuestras posibilidades futuras, a ciertos patrimonios privados, a bancos, a oportunistas financieros. Y desde la supremacía de esa ley se pretende regir nuestra vida colectiva, nuestra ciudadanía, nuestros derechos civiles, políticos, sociales, económicos y culturales pues está por encima incluso de nuestro ya de por sí débil esquema constitucional.

En otras palabras, hay que decirle al mundo que nosotros también hemos sido y somos víctimas de este esquema económico inmoral que se tragó todo atisbo de posibilidad política y unirnos a las voces que lo protestan a nivel mundial. Decir contundentemente que Puerto Rico también lo cuestiona y que nos negamos a ser súbditos de los bancos y firmas que han aprovechado inmoralmente el orden de cosas que provoca este esquema para su riqueza infinita y privativa.

Estos que se reúnen hoy y que se aprovechan de este esquema son los bancos, empresas y firmas que se han posicionado como acreedoras de nuestra democracia.

(Foto del Centro de Periodismo Investigativo)



15.5.13

2013 Annual Law Lecture: 'Is there a right to disobedience and resistance?

2013 Annual Law Lecture: 'Is there a right to disobedience and resistance?' — School of Law, Birkbeck, University of London:


The School of Law, Birkbeck presents
2013 Annual Law Lecture:
IS THERE A RIGHT TO DISOBEDIENCE AND RESISTANCE?
Professor Costas Douzinas, Birkbeck, University of London

'The ‘new world order’ announced in 1989 was the shortest in history coming to an abrupt end in 2008.  From the Arab spring, to the indignados and Occupy, protests and uprisings have erupted all over the world. History, recently declared finished, has been reborn as we move into an age of resistance and change. New forms of resistance appear regularly. Their timing is unpredictable, their legal position problematic but their occurrence certain.

The lecture examines the (legal) right to resistance. Permanent revolution is the condition in modern science and art. In law, the right has been written off but cannot be wished away. it has turned into a ghostly norm, a void at the core of law that keeps it from ossifying. Despite the reservations of philosophers and lawyers, resistance has become the modern expression of free action when the order of the world decays.  The ‘right to resistance’ remains the highest form of political freedom and moral responsibility. As right and as event, resistance acts like a ghost which supports all other rights. Despite its disavowal, resistance returns from time to time like the repressed.'

Friday 24 May, 6 - 8pm.
Venue: Room B33 Malet St Building, Birkbeck, University of London
Tickets to this event are free but we recommend you secure your place on our Eventbrite page.

16.4.13

Foro: "La criminalización de la protesta y su impacto en la participación ciudadana"

Pro Bono Democracia y participación ciudadana 
invita

Foro: "La criminalización de la protesta y su impacto en la participación ciudadana" contará con la participación de:  

-Luis José Torres Asencio, abogado y profesor de la Clínica de Asistencia Legal de la UPR

-Madeline Román, profesora de la Facultad de Ciencias Sociales de la UPRRP (quien presentará la ponencia:"Paradojas de la ley y la violencia: pensando la criminalización y la protesta"), y 

-Luis Omar García, activista social y arrestado por el artículo 200 del Código Penal de Puerto Rico (Ley Tito Kayak). 

29.abril 2013
7:30pm
Aula Magna, Escuela de Derecho UPR.

15.11.11

A propósito de la protesta y la "presión indebida".

Que hay lugares donde resulta incómoda la protesta, por supuesto. Que hay lugares más propicios que otros, de acuerdo. Que en la protesta se enfrentan dos derechos entre los cuales precisa que se haga una adecuación, sin duda. Pero la protesta no se puede despachar con la amenaza de que a quien protesta se le tirará encima "todo el peso de la ley" o con la idea de que hay que suprimirla porque es "una presión indebida". Un buen gobernante, un buen administrador, quien se preocupe por quienes protestan, va a la raíz de la protesta, a sus razones, a entender lo que la motiva, escucha. Porque los ciudadanos no protestan porque sí, siempre hay razones y ahí una tendría que hacer un esfuerzo por llegar a las razones que mueven a un grupo de ciudadanos a presionar, sí, a presionar, porque de eso precisamente se trata la protesta. Se presiona porque quien lo hace no ha sido escuchado, por lo general no tiene medios para hacerse escuchar. 

Habría que escuchar los méritos de la protesta antes de descartarla; habría que propiciar una gestión conciliadora. Siempre va a haber intereses en conflicto, pero eso no nos dice nada, ni nos lleva a ninguna parte que no sea a la arbitrariedad, si no aquilatamos los méritos de esos intereses. La pregunta que interesa al Derecho es qué derechos queremos proteger y porqué. Quienes protestan no hacen solo performance, también buscan acceso.
Eso.

24.2.11

Las protestas en el contexto universitario (Judith Butler, UC Berkeley)

Transcribo en su totalidad el testimonio de Judith Butler ante las vistas disciplinarias contra estudiantes de la Universidad de Berkeley que ocuparon un edificio en noviembre de 2009. La reconocida académica explica cómo deben verse las protestas en el contexto universitario. Publicado originalmente en Reclamations

Altamente recomendado. (Gracias a Rígel Lugo por encontrarlo y compartirlo en FB).


---
On the Rights of Protest (1)
Judith Butler 
Judith Butler: I am here to remind us that disciplinary hearings such as these need to take into account the rights of protesters and the important academic freedoms that are honored by protecting protests. Last spring, many of us saw that rights of protest were granted on some occasions through some channels, and then rescinded through other channels. There was a lot of confusion about whether rights of protest were protected or unprotected, and under what conditions. I also want to point out that student protests on this campus served a very important function in marshaling public opinion, and in rallying forces in Sacramento to pay special attention to the crisis of public education here and throughout the UC system. I was surprised to learn, in my travels to England and to Greece last year, that the Berkeley protests were quite inspirational in galvanizing a movement to protect public education there.  
I do have some questions, as do my colleagues, about the consistency of these processes conducted by the Office of Student Conduct. It seems to many of us that charges have been formulated and communicated, then dropped or reformulated, and then new charges have been added in an arbitrary fashion with the result that the charges explicitly discussed in informal resolution hearings are not the same charges that are considered here and now. There is also some question about what the jurisdiction of this committee is, whether it is advisory or judicial. It comes up with a decision, but apparently its decisions are revocable at another level. It seems to me that this process has not been fully outlined or communicated. Because there is inconsistency over time about what precisely the charges are, as well as a lack of clear communication about what the decision-making process is, and where final authority resides, there are many faculty who believe that due process is not being afforded to the subjects here. I worry personally, and I know that at least three legal organizations have weighed in on this issue as well, that due process of law has not been afforded, and evidentiary standards have not been explicitly communicated in advance or adhered to in a consistent manner. 
Last year there was confusion on the part of faculty and students concerning what was legally appropriate protest, what ought to be regarded as civil disobedience, and what would be treated as criminal action or contrary to university policy. Let us remember that civil disobedience has an important history in the Civil Rights Movement, that we would not have seen the elimination of segregation without it, and that it is considered nationally and internationally a moral right under conditions when legal and police regimes are used for arbitrary and illegitimate purposes. It seemed and seems to me and to many of my colleagues that these events emerged from a true frustration and a sense of injustice in the face of sudden and exorbitant fee hikes for students, the fact that we were and are losing affordable public education, and that the right to public education in this state was being vanquished before our eyes. Many people acted quickly and understandably, translating their sense of injustice into rights of protest under these conditions. We should indeed be thanking our students for bringing public attention to the radical changes in higher education and the differential burdens that are now put on students to try to find a way to pay for a public education that used to be both affordable and excellent. The loss of that ideal has been heartbreaking for many of us, and we should not blame students for protesting its demise. 
Laura Zelko: How do you see the three-day strike of November 18-20 playing into this context, the rights of protest, and the frustration with the state of education? 
Judith Butler: I see those events as an exercise of the rights of protest. The rights of protest are of course protected under US law, they are part of the freedom of expression, they also have a more provisional protection in the academy under academic freedom. It is important that students have a vehicle to express their point of view. This view needed to be heard, needed to be publicized, and needed to make its way into the media where public claims can be heard. It was successful at doing so, it drew attention to a situation that was disproportionately affecting staff and students in differential ways, producing extreme economic hardship and forcing students to leave the university, and forcing staff off the payroll. It seems to me that the protests had as their core a question of social and economic justice. I believe that protests of these kinds have actually changed policy, and very often allowed the public to wake up to issues of injustice that they otherwise cannot see or be made aware of. 
Laura Zelko: Can you expand upon the following quote from the faculty petition: "The university's discipline [...] is better described as inculcation, and does not respect [...] the fundaments of a liberal education."(2) 
Judith Butler: I was aware, and some of my colleagues were aware, that some members of the Office of Student Conduct were meting out rehabilitative punishment, asking students to write essays or take certain political viewpoints about the right to free speech and the right to protest. Those forms of punishment, rehabilitative in nature, are generally discredited—and should be—since they serve no legitimate educational purpose and they are arbitrarily imposed forms of punishment that seek to regulate thought itself.  Indeed, these forms of punishment were effectively prescribing points of view, and this educational institution—which has a great tradition of freedom of speech—is committed to being a place where various points of view are entertained and debated openly. Even if those methods have ceased, as I believe they have, we continue to question what place such hearings have as part of an educational process. If harsh punishments are meted out, what is the point of such punishments? Are they supposed to set an example for other students and so to stand as a threat? Or are they increasing student skepticism about the arbitrary and harsh policies of the administration toward its own student body? Is there anything educational in their purpose, or is a message being communicated about what appropriate behavior is and how the rights of protest will be met on this campus? It would be better to have such policies formulated by students, faculty, staff, and administration, and for them to be clearly communicated in advance.  
As it is, these hearings ought to be debated.  I am quite sure that educators do not agree that punitive mechanisms such as these are effectively educative.
I do think that, of course, it is understandable that a university has a policy about how protests can happen and how it can defend its property, how it can try to secure the rights of education for other students who are non-participating. But if so, such a policy needs to be clearly communicated, and it needs to be balanced against a policy that protects the right to peaceful protest. We cannot justify a policy that takes a punitive or restrictive attitude toward the expression of viewpoints, especially when those viewpoints pertain to the value of a public and affordable education. It has to be clear that the university defends peaceful protest, that is what it has always done and what it is required to do. It is a sad fact that many people no longer know whether the University of California stands for this most basic principle. 
Laura Zelko: Was Wheeler Hall a peaceful protest? 
Judith ButlerI understood that it was clearly designed to do harm to no human being, and to minimally affect the property of Wheeler Hall itself. I understood that the students were sequestering themselves in order to object, in graphic and clear ways, to the very harsh decisions that were being made to ask students and staff to suffer the consequences of the university’s fiscal crisis, and that this was done in a unilateral way. I understand what happened at Wheeler as part of the tradition of nonviolent protest. I know that there are debates that can be had about what is nonviolent, I am not naive about that. But the stated aim—to seize the building and to sequester themselves there—was a way to gain a platform.  Such actions do not take place when effective platforms are already available. They were acting on themselves, seizing this building to communicate that these buildings are part of public education, showing that they belong to the public. That doesn't mean that every time these buildings are seized it is OK, but let us be alert to what is at stake here: the symbolic meaning of seizing these buildings is that these buildings belong to the public, to public education; it is precisely the access to public education which is being undermined; we should not be surprised that the protest took the form of seizing the buildings, to make the point of guaranteeing access to public education. 
Laura Zelko: No more questions. 
Office of Student Conduct: No more questions. 
Faculty Panel Member: I appreciate your description of views on the protest. Is your answer, "Yes it was a peaceful protest?" 
Judith ButlerI was certainly there, and I saw much of what happened, and there were, as I am sure you know, some extraordinary provocations on the part of the police: the ways in which barriers were erected and the ways in which students were treated, struck by batons, and physically injured. If you want to say... if you are asking me, "was there no violent exchange during that period," the answer would be no, there was violent exchange. If you are asking me, "was the design and purpose of this protest to cause a violent set of clashes," I respond: no, I do not believe that was a part of the design. Let us remember that these students who took it upon themselves to enter the building were not the same as the students and others who were outside, engaging in other types of activities. We need to bear in mind the course of events, which included police provocations that I witnessed with my own eyes, indeed, which many of us witnessed. Where are the hearings for those police, we might ask. 
Undergraduate Student Panel Member: Do you see the time, place, and manner regulations on campus as stifling free speech? 
Judith Butler: No, but I do not believe that they have been clearly communicated, I do not believe that they were clearly communicated in advance of these events, and I do not believe that they have been consistently applied in the adjudication of these actions. As you know, there are several legal organizations that have made that very clear with extensive documentation and argument. 
Panel ChairYou haven't said anything about the fact that classes were unable to be held during the occupation. 
Judith Butler: It's a problem. Those students and faculty who wanted to get on with their education clearly have a right to do so. But sometimes, you know, seizure or strike is a way of stopping ordinary life so that we might reflect for a moment on what the conditions are that make education possible, what makes the classroom possible. Among the conditions that make education possible are salaried professors and salaried staff and fee-paying students who are given the educational and economic opportunity to pursue their education. These seizures were meant to draw attention to the fact that we can no longer take for granted that all the students who go to classes here and now are going to be able to continue to afford to go to classes here. We can't continue to rely on the staffing and maintenance of buildings. When essential staff are cut back and the infrastructure of the university can no longer operate, the quality and efficacy of education is compromised. These are long-term ways of undermining the classroom, so to undermine for a day in order to call attention to this long-term devastation has a significance that we are called upon to understand. 
Yes, of course, there are rights of faculty and staff to convene classes—just today, I had a threat to my own class by a rogue individual; I had to call around, figure out how I was going to teach my class—I understand that, and I was justifiably concerned. But with mass, collective actions such as these, it is not a matter of individual pathology or idiosyncratic behavior—and it is not motivated by criminal aims. It is a way to try and stop business as usual, so we can reflect on what makes education possible, who does the work that keeps the departments and the buildings running, who can afford to pay the tuition and get into the building, and who cannot. When those questions are so dire, and those issues are so fundamental, we do stop. We go on strike. We call a halt to business as usual, because the conditions under which education is made possible are being threatened by policies that we object to. There are longstanding traditions of civil disobedience such as these. We might think back to the early twentieth century. Why did railway workers stop working? Because they were not being paid a wage, and people said, "I have a right to take this train and go where I am going." Yes, but that right can only be exercised when the material, institutional, and economic conditions to make that train ride possible arethere, secured by contracts that respect and sustain workers. If education is made financially inaccessible to students who have dreamt of going into that classroom their whole lives, and that dream is suddenly extinguished, what response do we expect? Do we go on with business as usual, or do we call attention to an emergency situation? I think we all understand this. 
Laura Zelko: There's been a lot of emphasis on the negative community impact of November 20. Do you believe that there was a positive community impact? 
Judith Butler: I will say this: Those protests were part of a series of events that have formed very extraordinary alliances among students, faculty, and staff who are now actively involved in trying to think about the fiscal crisis at the university, and to participate in how best to address this, and how to include students, staff, and faculty in the decision-making processes. In that sense, I think these events were extremely important. And I would also say that in addition to producing new forms of alliance and communication between groups that are generally very separate, it brought the attention of the state government to the problem of public education, and even Governor Schwarzenegger, who is no great idol of mine, commended the exercise of free speech and the enormous power of the social movement on campus. So, we can talk about the events of November and the particulars of what happened, but what we really saw was the beginnings of a strong social movement which ended up on the steps of Sacramento and which is now linked with the movement for public education throughout Europe, North Africa, and throughout South America. Not everything happened in the most ideal ways, but let's not forget that this is now part of a large international network to save public education, which is clearly a worthy value and goal. None of us would be here if it weren't a value for which we live and work. It is important to keep that goal in perspective.  
Judith Butler is the Maxine Elliot Professor of Rhetoric and Comparative Literature at UC Berkeley.
________________________
1. This is the full transcript of Judith Butler's testimony for Laura Zelko's public hearing from November 9, 2010 at UC Berkeley. Together with more than seventy other students, Zelko faced disciplinary charges for engaging in building takeovers on campus in Fall 2009. R e c l a m a t i o n s would like to thank Neil Satterlund for his accurate transcription of the testimony. 
2. See "Faculty Petition on Student Protestors: An Open Letter to Chancellor Birgeneau" from 10 April 2010, http://budgetcrisis.berkeley.edu/?p=2387. In the Spring of 2010, OSC’s procedural violations sparked widespread outrage at UC Berkeley, as evidenced, in part, by the release of an open letter, written by Judith Butler, that was signed by approximately 150 members of the faculty, as well as by AFSCME's adoption of students' demand that all charges against student protesters be dropped. The campaign against the OSC helped forge limited cross-sectoral bonds, which have been at least partially maintained through the present and which were made manifest in the first public conduct hearing, held in the fall of 2010, as both Judith Butler and Liz Perlman, an organizer with AFSCME, testified in defense of Laura Zelko. 

23.2.11

Conferencia: La criminalización de la protesta (en Derecho UPR)


El curso Derecho y democracia  
(Derecho UPR)  y
el Centro de Periodismo Investigativo

te invitan a la 
conferencia: 

La criminalización de la protesta 

Eduardo Bertoni 
Centro de Estudios en Libertad de Expresión y 
Acceso a la Información de la Universidad de 
Palermo de Buenos Aires 

Viernes 24 febrero, 
3pm
L-2  
Escuela de Derecho UPR

Agradecemos al  por la coordinación.

La criminalización de la protesta (foro)

-Eduardo Bertoni, 
director del Centro de Estudios 
en Libertad de Expresión y Acceso a la Información (CELE) 
de la Universidad de Palermo de Buenos Aires, Argentina. 

-Stanley Nelson, 
cineasta estadounidense, autor del documental “Freedom Riders” 
sobre las luchas por los derechos civiles en EEUU en los años 60. 

-Jorge Benítez, 
profesor de la Universidad de Puerto Rico, 
autor del libro Ciudadanía y Exclusión en Puerto Rico. 

-Moderador 
Lcdo. Osvaldo Burgos, 
ex director de la Comisión de Derechos Civiles. 

Teatro de la Facultad de Derecho 
de la Universidad Interamericana 
Jueves 24 de febrero 5:30 PM. 

16.12.10

Los jueces deben proteger la protesta, no acallarla

Los jueces renuncian a su misión principal: proteger la crítica. Entrevista al constitucionalista Roberto Gargarella: 
La principal misión de los jueces –dice– es proteger a los críticos, y especialmente a aquellos que tienen dificultades económicas o políticas para expresarse.” 


–¿Por qué?
RG: En parte por la tentación y la capacidad que pueden tener desde el gobierno para acallar a la oposición; luego aparece otra razón, porque la democracia se asienta sobre el disenso, más cuando tenemos una democracia representativa: dado que delegamos en los gobernantes el poder político, el control de las armas, es especialmente necesario que nos reservemos como sociedad la posibilidad de criticarlos permanentemente.





–¿De dónde surge esta misión de la Justicia? ¿Por qué no pensar que su prioridad deba ser velar por las mayorías?

RG: Porque no vivimos en una democracia a secas, sino en una democracia constitucional, un sistema que se preocupa por proteger a la mayoría y a las minorías. El sistema institucional, con los tremendos defectos que tiene, se diseñó para defender al mismo tiempo al gobierno y a la oposición. Una parte protege a la mayoría (a través de ramas políticas, que dependen del voto), y otra para que el crítico no quede desguarnecido (a través de la Justicia, que no depende del voto). Esto no quiere decir que la Justicia avale cualquier tipo de crítica. Pero si en vez de proteger a los críticos hasta último momento, los jueces buscan acallarlos, como suele ocurrir aquí, renuncian a su misión principal. 

Protesta y Libre Expresión: Conviene revisitar

Algunos posts sobre el derecho a la protesta y la Libertad de Expresión:

-Criminalizar la protesta, una forma de Censura (En Revista 80grados)

-Emma Goldman y la LIbertad de Expresión

-Amenaza a la Libertad de Expresió mediante el Derecho Penal y el Castigo

-¿Cuáles son las amenazas a la Libertad de expresión?

-Notas para el Derecho a la Protesta y la Libertad de Expresión (Parte 3)

-Notas para el Derecho a la Protesta y la Libertad de Expresión (Parte 2)

-Notas para el Derecho a la Protesta y la Libertad de Expresión (Parte 1)

-De Manifestaciones y Protestas

-Opúsculo sobre el Derecho fundamental a la Libre Expresión

17.10.10

En 80grados...

Ya está disponible la Revista 80grados. No se pierda esta primera e interesante edición. Dejo abajo mi contribución y el enlace a la Revista:


Criminalizar la protesta: una forma de censura

POR ÉRIKA FONTÁNEZ TORRES | 28 DE SEPTIEMBRE DE 2010 | 3:47 PM – 2 COMENTARIOS

Las acciones violentas de la Policía se multiplican en los últimos tiempos. (por Ricardo Alcaráz)

Hay censura directa. Lo sabemos. Pero también hay censura que usa camuflaje, que se presenta camaleónica tras el poder de la legalidad o de la manoteada crisis presupuestaria, con el fin de silenciar la disidencia, excluir a grupos particulares de la toma de decisiones o castigar a individuos por su voz, reprimir a los y las diferentes.

En los pasados meses ha sido evidente cómo el gobierno ha restringido de manera significativa parte de los elementos principales del ser ciudadano. Esto, no sólo mediante la restricción de la participación activa de la minoría partidista en los foros tradicionales como la Asamblea Legislativa (e.g. uso desmedido de los mecanismos de descargue y el apagarle los micrófonos a la minoría en los debates legislativos), sino, y sobre todo, en las restricciones que se imponen a ciudadanos y ciudadanas en los espacios públicos, y la restricción del ejercicio de los derechos constitucionales como la libertad de expresión y de reunión (e.g. despliegue de la policía en las calles universitarias y en el Viejo San Juan para ‘romper corillos’ de jóvenes); la restricción al ejercicio efectivo de la libertad de prensa (e.g. el cierre de las gradas públicas en el hemiciclo del Senado, la restricción del acceso a la información pública), y el uso del derecho penal para criminalizar la protesta y la gesta ciudadana (e.g. el proyecto de ley “Tito Kayak” y la eliminación de un mural hecho por el Movimiento Amplio de Mujeres junto a las multas de $1,000 impuestas).

Estos asuntos, vistos en su conjunto, merecen atención. Hace unos años señalaba en mi blog cierta tendencia al repudio a la protesta, sobre todo a aquella que conllevara algún tipo de modificación de ‘la normalidad’ cotidiana y que produjera la incomodidad que, a mi juicio, debe conllevar la protesta para que sea efectiva en llevar su mensaje y llamar la atención para los asuntos desde el punto de vista sustantivo. Parecía, en ese entonces decía, que las formas de protesta no-incómodas se habían normalizado hasta tal punto en el paisaje de la cotidianeidad, que no sólo perdían eficacia, sino que además, cuando a alguien se le ocurría que su protesta alteraría un poco (sólo un poco), la inercia mañanera, obtenía el repudio generalizado y la indignación de la opinión pública y sus promotores merecerían en todo caso el destierro (tómese por caso las protestas de los camioneros, los estudiantes universitarios en el Teatro, el propio Tito Kayak en la grúa)

Pero aquella actitud de desdén hacia la protesta ingeniosa o capaz de jamaquear las rutinas, manifestada en la radio mañanera, de pronto dejó de ser meramente cosa de mera opinión pública para convertirse en actos concretos de censura, represión y violencia por parte del Estado contra aquellos y aquellas que se atrevan a desafiar la tranquilidad caótica del día a día puertorriqueño, el país de “ley y orden”. Ahora, la protesta, sobre todo aquella que signifique un cuestionamiento directo a las visiones de vida de los rulers, o que implique alterar los planes fast track, es criminalizada y su criminalización no es sino una forma de censura contraria a los postulados básicos de un estado democrático de Derecho. En lo que sigue expondré brevemente algunas formas de censura solapada que utilizan los gobiernos para vestir de legalidad o invisibilizar las formas de censura y ejemplificaré una de ellas mediante el análisis del proyecto de ley que se ha venido a conocer como la ‘Enmienda Tito Kayak’, en la que se convierte en delito de cuarto grado el protestar en los predios de proyectos de construcción.

Las formas que asume la censura

En una conferencia reciente, Catalina Botero, relatora especial para la libertad de expresión de la Comisión Interamericana de Derechos Humanos, explicaba las amenazas más comunes al derecho fundamental a la libertad de expresión. Nos decía Botero que además de la censura directa, fácil de identificar y de denunciar, las amenazas más difíciles son aquellas indirectas, en las que mediante el uso del Derecho se silencia la disidencia, se privilegia a unos pocos con poder y como consecuencia, se excluye y se margina a tantos otros. Uno de los ejemplos de censuras indirectas es mediante la eliminación de entidades gubernamentales que se dedican a velar por los derechos de los ciudadanos, organismos independientes o el castigo a los medios de comunicación por parte del gobierno al quitarle las pautas de anuncios (recuérdese el caso de Rosselló). Un ejemplo muy reciente de censura indirecta de este tipo es la aprobación de la ley que eliminó la colegiación de los abogados y abogadas. Es evidente que la eliminación de la colegiación compulsoria y el castigo a la estabilidad del Colegio de Abogados como institución es una forma de censura indirecta debido al papel fundamental que esta institución ha tenido en el país en la defensa del estado de derecho, los derechos civiles, sus posturas igualitaristas y la defensa de los sectores menos privilegiados. En cambio, el Estado prefiere una profesión legal débil, híper-individualizada, mercantilizada y desentendida de su rol social en la consecución de un estado democrático de derecho justo.

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