A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites

Detalhes bibliográficos
Autor(a) principal: Travincas, Amanda Costa Thomé
Data de Publicação: 2016
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/7258
Resumo: The purpose of this thesis is to address the following issue: what limits and restrictions on freedom of teaching are legitimate in the Brazilian context? There is a set of assumptions invisiblized in the composition of this issue, and about it fits some notes. First of all, it is understood that there is a necessary overlap between freedom of teaching and democracy, which makes that first one worthy of juridical constitutional protection. For this reason, it is taken as the theoretical framework of this study, called "for the common good" school, thesis developed in The North American constitutional law, according to which freedom of teaching has the ability to instrumentalize the preparation of citizens to participate competently and responsibly in public debate. For more than that - and already under the Brazilian right - it is understood that the freedom of teaching is an autonomous right and materially fundamental, finding apparatus, especially, in Article 206, item II of the Federal Constitution of 1988. For this reason, it is submitted to the legal system of fundamental rights mentioned in the paragraphs of Article 5 of the Constitutional text and developed in the field of the dogmatic of the fundamental rights. To the formulated thesis problem, it raises the hypothesis - to the end confirmed - that the teacher’s freedom of teaching may suffer limitations and restrictions relating to the content being taught and the methodology being used whenever it is deemed necessary for the preservation of the characterizing core of the institutional pedagogical project - not being the case, affectations to freedom of teaching will be considered unconstitutional. To achieve the overall objective of this thesis, which is analysing that limits and restrictions on freedom of teaching are legitimate in Brazil, the text is divided into three chapters, each corresponding to one of the specific objectives of the research. The first chapter is dedicated to the development and characterization of the theoretical framework of the study. It is drawn the conclusion that the freedom of teaching composes one of the dimensions of the denominated academic freedom, and that it corresponds to the right of the teacher to make decisions regarding the management of the classroom, always with a view in order to prepare citizens with democratic competence. In the second chapter, it is taken care of evaluating the legal treatment given to the freedom of teaching in Brazil. Among the main consequences of this step is the fact that freedom of teaching corresponds to a complex law, which refers to a set of positive and negative duties within public and private education institutions. The discussion of the limits and restrictions on freedom of teaching is matter contained in the third chapter. On that occasion, the research hypothesis raised is supported and developed in conclusive terms. With regards to methodological bias issues, it was emphasized on the use of the juridical dogmatic theoretical source and deductive reasoning. In the procedural field, the thesis is worth, especially, from direct literature or cross-cutting themes, as well as legislative data and national case law.
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spelling Sarlet, Ingo Wolfgang482.705.120-87http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793991Y6005.807.553-47http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4138762Z6Travincas, Amanda Costa Thomé2017-05-08T19:50:08Z2016-11-28http://tede2.pucrs.br/tede2/handle/tede/7258The purpose of this thesis is to address the following issue: what limits and restrictions on freedom of teaching are legitimate in the Brazilian context? There is a set of assumptions invisiblized in the composition of this issue, and about it fits some notes. First of all, it is understood that there is a necessary overlap between freedom of teaching and democracy, which makes that first one worthy of juridical constitutional protection. For this reason, it is taken as the theoretical framework of this study, called "for the common good" school, thesis developed in The North American constitutional law, according to which freedom of teaching has the ability to instrumentalize the preparation of citizens to participate competently and responsibly in public debate. For more than that - and already under the Brazilian right - it is understood that the freedom of teaching is an autonomous right and materially fundamental, finding apparatus, especially, in Article 206, item II of the Federal Constitution of 1988. For this reason, it is submitted to the legal system of fundamental rights mentioned in the paragraphs of Article 5 of the Constitutional text and developed in the field of the dogmatic of the fundamental rights. To the formulated thesis problem, it raises the hypothesis - to the end confirmed - that the teacher’s freedom of teaching may suffer limitations and restrictions relating to the content being taught and the methodology being used whenever it is deemed necessary for the preservation of the characterizing core of the institutional pedagogical project - not being the case, affectations to freedom of teaching will be considered unconstitutional. To achieve the overall objective of this thesis, which is analysing that limits and restrictions on freedom of teaching are legitimate in Brazil, the text is divided into three chapters, each corresponding to one of the specific objectives of the research. The first chapter is dedicated to the development and characterization of the theoretical framework of the study. It is drawn the conclusion that the freedom of teaching composes one of the dimensions of the denominated academic freedom, and that it corresponds to the right of the teacher to make decisions regarding the management of the classroom, always with a view in order to prepare citizens with democratic competence. In the second chapter, it is taken care of evaluating the legal treatment given to the freedom of teaching in Brazil. Among the main consequences of this step is the fact that freedom of teaching corresponds to a complex law, which refers to a set of positive and negative duties within public and private education institutions. The discussion of the limits and restrictions on freedom of teaching is matter contained in the third chapter. On that occasion, the research hypothesis raised is supported and developed in conclusive terms. With regards to methodological bias issues, it was emphasized on the use of the juridical dogmatic theoretical source and deductive reasoning. In the procedural field, the thesis is worth, especially, from direct literature or cross-cutting themes, as well as legislative data and national case law.O propósito desta tese é enfrentar o seguinte problema: que limites e restrições à liberdade de ensinar são legítimos no contexto brasileiro? Há um conjunto de pressupostos invisibilizado na composição dessa questão, e sobre ele cabem algumas notas. Em primeiro lugar, entende-se que há uma imbricação necessária entre liberdade de ensinar e democracia, que torna aquela primeira digna de tutela jurídico-constitucional. Por essa razão, toma-se como marco teórico deste estudo a denominada “for the common good” school, tese desenvolvida no direito constitucional norte-americano, conforme a qual a liberdade de ensinar tem o condão de instrumentalizar a formação de cidadãos para que participem de forma competente e responsável do debate público. Para mais que isso – e já no âmbito do direito pátrio -, compreende-se que a liberdade de ensinar é um direito autônomo e materialmente fundamental, encontrando amparo, especialmente, no artigo 206, inciso II, da Constituição Federal de 1988. Por essa razão, submete-se ao regime jurídico dos direitos fundamentais contido nos parágrafos do artigo 5º do texto constitucional e desenvolvido no terreno da dogmática dos direitos fundamentais. Ao problema de tese formulado, levanta-se a hipótese – ao final confirmada - de que liberdade de ensinar do professor pode sofrer limites e restrições atinentes a conteúdo a ser ensinado e à metodologia a ser utilizada sempre que isso se mostrar necessário para a preservação do núcleo caracterizador do projeto pedagógico institucional - não sendo esse o caso, afetações à liberdade de ensinar hão que ser consideradas inconstitucionais. Para a consecução do objetivo geral desta tese, qual seja analisar que limites e restrições à liberdade de ensinar são legítimos no Brasil, o texto é dividido em três capítulos, cada um correspondendo a um dos objetivos específicos da pesquisa. O primeiro capítulo é reservado para o desenvolvimento e caracterização do marco teórico do estudo. Dele é retirada a conclusão de que a liberdade de ensinar compõe uma das dimensões da denominada liberdade acadêmica, e que ela corresponde ao direito do professor de tomar decisões no tocante à gestão da sala de aula, sempre tendo em vista o fim de formar cidadãos com competência democrática. No segundo capítulo, cuida-se de avaliar o tratamento jurídico conferido à liberdade de ensinar no Brasil. Entre os principais desdobramentos dessa etapa está o fato de que a liberdade de ensinar corresponde a um direito complexo, que remete a um conjunto de deveres positivos e negativos no âmbito de Instituições de Ensino públicas e privadas. O trato dos limites e restrições à liberdade de ensinar é matéria contida no terceiro capítulo. Nessa mesma ocasião, a hipótese de pesquisa levantada é corroborada e desenvolvida em termos conclusivos. No tocante às questões de viés metodológico, ressaltam-se o uso da vertente teórica jurídico-dogmática e do raciocínio dedutivo. No campo procedimental, a tese se vale, especialmente, de literatura direta ou transversal à temática, bem como de dados legislativos e jurisprudência nacional.Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-05-08T19:50:07Z No. of bitstreams: 1 TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf: 594865 bytes, checksum: f3058889fddb002f059bfb454f354994 (MD5)Made available in DSpace on 2017-05-08T19:50:08Z (GMT). No. of bitstreams: 1 TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf: 594865 bytes, checksum: f3058889fddb002f059bfb454f354994 (MD5) Previous issue date: 2016-11-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/168075/TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em DireitoPUCRSBrasilEscola de DireitoDireitos FundamentaisLiberdade AcadêmicaLiberdade de EnsinarLimitesRestrições.CIENCIAS SOCIAIS APLICADAS::DIREITOA tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limitesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-10466298559371193026006006006004512033976268881925-72774072330344251442075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf.jpgTES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf.jpgimage/jpeg3194http://tede2.pucrs.br/tede2/bitstream/tede/7258/5/TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf.jpgd7923a07e8f26dac02389bb882e0192cMD55TEXTTES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf.txtTES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf.txttext/plain99280http://tede2.pucrs.br/tede2/bitstream/tede/7258/4/TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdf.txt1d3bb8b134429f3e39e218a971f40081MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/7258/3/license.txt5a9d6006225b368ef605ba16b4f6d1beMD53ORIGINALTES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdfTES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdfapplication/pdf594865http://tede2.pucrs.br/tede2/bitstream/tede/7258/2/TES_AMANDA_COSTA_THOME_TRAVINCAS_PARCIAL.pdff3058889fddb002f059bfb454f354994MD52tede/72582017-05-08 20:00:53.186oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2017-05-08T23:00:53Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.por.fl_str_mv A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
title A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
spellingShingle A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
Travincas, Amanda Costa Thomé
Direitos Fundamentais
Liberdade Acadêmica
Liberdade de Ensinar
Limites
Restrições.
CIENCIAS SOCIAIS APLICADAS::DIREITO
title_short A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
title_full A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
title_fullStr A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
title_full_unstemmed A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
title_sort A tutela jurídica da liberdade acadêmica no Brasil : a liberdade de ensinar e seus limites
author Travincas, Amanda Costa Thomé
author_facet Travincas, Amanda Costa Thomé
author_role author
dc.contributor.advisor1.fl_str_mv Sarlet, Ingo Wolfgang
dc.contributor.advisor1ID.fl_str_mv 482.705.120-87
dc.contributor.advisor1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793991Y6
dc.contributor.authorID.fl_str_mv 005.807.553-47
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4138762Z6
dc.contributor.author.fl_str_mv Travincas, Amanda Costa Thomé
contributor_str_mv Sarlet, Ingo Wolfgang
dc.subject.por.fl_str_mv Direitos Fundamentais
Liberdade Acadêmica
Liberdade de Ensinar
Limites
Restrições.
topic Direitos Fundamentais
Liberdade Acadêmica
Liberdade de Ensinar
Limites
Restrições.
CIENCIAS SOCIAIS APLICADAS::DIREITO
dc.subject.cnpq.fl_str_mv CIENCIAS SOCIAIS APLICADAS::DIREITO
description The purpose of this thesis is to address the following issue: what limits and restrictions on freedom of teaching are legitimate in the Brazilian context? There is a set of assumptions invisiblized in the composition of this issue, and about it fits some notes. First of all, it is understood that there is a necessary overlap between freedom of teaching and democracy, which makes that first one worthy of juridical constitutional protection. For this reason, it is taken as the theoretical framework of this study, called "for the common good" school, thesis developed in The North American constitutional law, according to which freedom of teaching has the ability to instrumentalize the preparation of citizens to participate competently and responsibly in public debate. For more than that - and already under the Brazilian right - it is understood that the freedom of teaching is an autonomous right and materially fundamental, finding apparatus, especially, in Article 206, item II of the Federal Constitution of 1988. For this reason, it is submitted to the legal system of fundamental rights mentioned in the paragraphs of Article 5 of the Constitutional text and developed in the field of the dogmatic of the fundamental rights. To the formulated thesis problem, it raises the hypothesis - to the end confirmed - that the teacher’s freedom of teaching may suffer limitations and restrictions relating to the content being taught and the methodology being used whenever it is deemed necessary for the preservation of the characterizing core of the institutional pedagogical project - not being the case, affectations to freedom of teaching will be considered unconstitutional. To achieve the overall objective of this thesis, which is analysing that limits and restrictions on freedom of teaching are legitimate in Brazil, the text is divided into three chapters, each corresponding to one of the specific objectives of the research. The first chapter is dedicated to the development and characterization of the theoretical framework of the study. It is drawn the conclusion that the freedom of teaching composes one of the dimensions of the denominated academic freedom, and that it corresponds to the right of the teacher to make decisions regarding the management of the classroom, always with a view in order to prepare citizens with democratic competence. In the second chapter, it is taken care of evaluating the legal treatment given to the freedom of teaching in Brazil. Among the main consequences of this step is the fact that freedom of teaching corresponds to a complex law, which refers to a set of positive and negative duties within public and private education institutions. The discussion of the limits and restrictions on freedom of teaching is matter contained in the third chapter. On that occasion, the research hypothesis raised is supported and developed in conclusive terms. With regards to methodological bias issues, it was emphasized on the use of the juridical dogmatic theoretical source and deductive reasoning. In the procedural field, the thesis is worth, especially, from direct literature or cross-cutting themes, as well as legislative data and national case law.
publishDate 2016
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