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MARCELO GASQUE FURTADO Liberdade Acadêmica E Docência

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MARCELO GASQUE FURTADO Liberdade Acadêmica E Docência MARCELO GASQUE FURTADO Liberdade acadêmica e docência universitária São Paulo 2020 MARCELO GASQUE FURTADO Liberdade acadêmica e docência universitária Versão Corrigida Tese apresentada à Faculdade de Educação da Universidade de São Paulo para a obtenção do título de Doutor em Ciências Área de Concentração: Didática, teorias de ensino e práticas escolares Orientadora: Profa. Dra. Maria Isabel de Almeida São Paulo 2020 Autorizo a reprodução e divulgação total ou parcial deste trabalho, por qualquer meio convencional ou eletrônico, para fins de estudo e pesquisa, desde que citada a fonte. Catalogação da Publicação Ficha elaborada pelo Sistema de Geração Automática a partir de dados fornecidos pelo(a) autor(a) Bibliotecária da FE/USP: Nicolly Soares Leite - CRB-8/8204 Furtado, Marcelo Gasque Fl Liberdade acadêmica e docência universitária / Marcelo Gasque Furtado; orientadora Maria Isabel de Almeida. -- São Paulo, 2020. 210 p. Tese (Doutorado - Programa de Pós-Graduação Formação, Currículo e Práticas Pedagógicas) -- Faculdade de Educação, Universidade de São Paulo, 2020. 1. Liberdade acadêmica. 2. Docência universitária. 3. Universidade. I. Almeida, Maria Isabel de , orient. II. Título. Nome: FURTADO, Marcelo Gasque Titulo: Liberdade acadêmica e docência universitária Tese apresentada à Faculdade de Educação da Universidade de São Paulo para a obtenção do título de Doutor em Ciências. Aprovado em: Banca Examinadora Prof. Dr. ___________________________________________________________________ Instituição: __________________________________________________________________ Julgamento: _________________________________________________________________ Prof. Dr. ___________________________________________________________________ Instituição: __________________________________________________________________ Julgamento: _________________________________________________________________ Prof. Dr. ___________________________________________________________________ Instituição: __________________________________________________________________ Julgamento: _________________________________________________________________ Prof. Dr. ___________________________________________________________________ Instituição: __________________________________________________________________ Julgamento: _________________________________________________________________ Prof. Dr. ___________________________________________________________________ Instituição: __________________________________________________________________ Julgamento: _________________________________________________________________ Às minhas mães, Vilma e Maria Inês (in memoriam). AGRADECIMENTOS Já foi dito e repetido inúmeras vezes que as palavras são insuficientes para expressar o que sentimos. Quem já não ouviu ou disse alguma versão dessa verdade? Mas também há algo curioso nessa questão, se pensarmos que a constatação sobre a insuficiência do que é expresso com palavras, é formulada também com palavras... Então, dando às palavras a missão de enunciar aquilo que é sempre maior do que elas, gostaria de registrar aqui, a minha gratidão à professora Maria Isabel de Almeida. A missão do orientador é orientar e esse verbo imenso, guarda em si uma referência ao nascimento do Sol (que ocorre no oriente), o que é repleto de significados luminosos. Sem o acolhimento e constante apoio da minha orientadora, sem a sua orientação, no sentido mais pleno da palavra, não teria sido possível chegar a esse lugar. Gratidão à minha esposa, Uliana, e à minha filha, Sofia, sempre, pela paciência e compreensão diante dos inúmeros contratempos que causei, pelo adiamento constante dos projetos mais simples e pelo esforço permanente para entender o sentido de alguém se dedicar a algo que não garante recompensas. Sem a solidariedade, presença e acompanhamento das duas que conviveram diretamente comigo um cotidiano difícil de muitas adversidades, não teria sido possível chegar a esse momento. RESUMO FURTADO, Marcelo Gasque. Liberdade acadêmica e docência universitária. 2020. 206f. Tese (Doutorado em Educação)- Faculdade de Educação, Universidade de São Paulo, São Paulo, 2020. A presente tese tem por objeto de estudo a liberdade acadêmica, focando o seu papel no exercício da docência universitária. Trata-se de uma investigação teórica realizada por meio de pesquisa bibliográfica e levantamento documental de textos normativos nacionais e estrangeiros, que submete o conceito de liberdade acadêmica a uma abordagem interdisciplinar, especialmente nos campos da Educação, Direito e Filosofia, buscando uma visão menos fragmentada do fenômeno, que é complexo, escapa à exclusividade do raio epistemológico de uma única disciplina e se define na confluência de áreas diversas do conhecimento. Considerando a relevância da prática autônoma da docência e da pesquisa para o desenvolvimento científico, para o incentivo à pluralidade de ideias e para o fortalecimento da democracia, a liberdade acadêmica é uma garantia constitucional em vários países do mundo. No Brasil, a Constituição Federal estabelece no artigo 206, II que um dos princípios fundamentais que regem o ensino no país é a “liberdade de aprender, ensinar, pesquisar e divulgar o pensamento, a arte e o saber”. Observando, no entanto, a ingerência cada vez maior de diretrizes e objetivos de mercado, externos ao papel formativo das universidades, a incorporação de práticas gerenciais de controle e eficácia, típicas da racionalidade empresarial, pergunta-se: o que pode significar a liberdade acadêmica diante desse quadro? O que foi a liberdade acadêmica ou sua manifestação possível desde a origem da universidade, qual a sua importância no presente e qual o seu futuro, no contexto brasileiro? São objetivos deste estudo: apreender os sentidos dados ao conceito de liberdade acadêmica; identificar possíveis ameaças ou obstáculos à concretização da liberdade acadêmica de ensinar e esclarecer seu papel e limites nas práticas docentes universitárias. A liberdade acadêmica vincula-se historicamente ao surgimento da universidade moderna de pesquisa em Berlim, no século XIX, mas é possível afirmar que certa noção de liberdade está intrinsecamente ligada à formação da universidade desde sua origem na Idade Média e é constitutiva do próprio conceito de universidade. Assim, defende-se que a liberdade é elemento caracterizador, tanto da universidade, como da própria atividade do docente que nela atua. O surgimento e desenvolvimento da noção moderna de liberdade acadêmica ocorreram em instituições públicas (Alemanha) ou privadas sem finalidades lucrativas (Estados Unidos). Instituições compromissadas com finalidades lucrativas adequam-se mal ao conceito de universidade e à noção de liberdade acadêmica. A precarização das formas de contratação docente esvaziam o sentido da liberdade acadêmica que precisa de garantias - tais como a estabilidade - para se afirmar. Do ponto de vista terminológico, nossa tese argumenta pelo uso da expressão liberdade acadêmica ou liberdades acadêmicas diante de outras variantes designativas, como liberdade de cátedra ou liberdade de ensino, também utilizadas para se referir ao tema em estudo. Discute também aspectos convergentes com a noção de autonomia docente, típica da linguagem da Pedagogia. Defende-se a liberdade acadêmica de ensinar como uma exigência pública, uma necessidade educativa e não como veículo de imposição de interesses ou crenças particulares dos professores. Palavras-chave: Liberdade acadêmica – Docência universitária – Universidade ABSTRACT FURTADO, Marcelo Gasque. 2020. Academic freedom and university teaching. 2020. 206f. Tese (Doutorado em Educação)- Faculdade de Educação, Universidade de São Paulo, São Paulo, 2020. The purpose of this thesis is to study academic freedom, focusing on its role in the practice of university teaching. It is a theoretical investigation carried out through bibliographic research and documentary survey of national and foreign normative texts, dealing with the concept of academic freedom by means of an interdisciplinary approach, especially within the fields of Education, Law and Philosophy. Our approach aims a less fragmented view of the phenomenon, which is complex, avoiding the exclusiveness of the epistemological limits of a single subject, and we place our discussion at the confluence of different areas of knowledge. Considering the relevance of autonomous practice of teaching and research for scientific development and its role in encouraging plurality of ideas and strengthening democracy, academic freedom is a constitutional guarantee in several countries around the world. In Brazil, the Federal Constitution establishes in article 206, II that one of the fundamental principles that govern education in the country is “freedom to learn, teach, research and disseminate thought, art and knowledge”. However, when one observes the increasing interference of market guidelines and objectives - alien to the formative role of universities - and the incorporation of management practices of control and effectiveness - typical of business rationality - one wonders: what can academic freedom mean in this context? What was academic freedom or its possible manifestations since the origin of university; what is its importance in the present; and what is its future in the Brazilian context? The following are the objectives of this study: to understand the meanings attributed to the concept of academic freedom; identify possible threats or obstacles to the achievement of academic freedom to teach, and to clarify its
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