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: 2016-11-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / 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. / O prop?sito desta tese ? enfrentar o seguinte problema: que limites e restri??es ? liberdade de ensinar s?o leg?timos no contexto brasileiro? H? um conjunto de pressupostos invisibilizado na composi??o dessa quest?o, e sobre ele cabem algumas notas. Em primeiro lugar, entende-se que h? uma imbrica??o necess?ria entre liberdade de ensinar e democracia, que torna aquela primeira digna de tutela jur?dico-constitucional. Por essa raz?o, toma-se como marco te?rico 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 cond?o de instrumentalizar a forma??o de cidad?os para que participem de forma competente e respons?vel do debate p?blico. Para mais que isso ? e j? no ?mbito do direito p?trio -, compreende-se que a liberdade de ensinar ? um direito aut?nomo e materialmente fundamental, encontrando amparo, especialmente, no artigo 206, inciso II, da Constitui??o Federal de 1988. Por essa raz?o, submete-se ao regime jur?dico dos direitos fundamentais contido nos par?grafos do artigo 5? do texto constitucional e desenvolvido no terreno da dogm?tica dos direitos fundamentais. Ao problema de tese formulado, levanta-se a hip?tese ? ao final confirmada - de que liberdade de ensinar do professor pode sofrer limites e restri??es atinentes a conte?do a ser ensinado e ? metodologia a ser utilizada sempre que isso se mostrar necess?rio para a preserva??o do n?cleo caracterizador do projeto pedag?gico institucional - n?o sendo esse o caso, afeta??es ? liberdade de ensinar h?o que ser consideradas inconstitucionais. Para a consecu??o do objetivo geral desta tese, qual seja analisar que limites e restri??es ? liberdade de ensinar s?o leg?timos no Brasil, o texto ? dividido em tr?s cap?tulos, cada um correspondendo a um dos objetivos espec?ficos da pesquisa. O primeiro cap?tulo ? reservado para o desenvolvimento e caracteriza??o do marco te?rico do estudo. Dele ? retirada a conclus?o de que a liberdade de ensinar comp?e uma das dimens?es da denominada liberdade acad?mica, e que ela corresponde ao direito do professor de tomar decis?es no tocante ? gest?o da sala de aula, sempre tendo em vista o fim de formar cidad?os com compet?ncia democr?tica. No segundo cap?tulo, cuida-se de avaliar o tratamento jur?dico conferido ? liberdade de ensinar no Brasil. Entre os principais desdobramentos dessa etapa est? o fato de que a liberdade de ensinar corresponde a um direito complexo, que remete a um conjunto de deveres positivos e negativos no ?mbito de Institui??es de Ensino p?blicas e privadas. O trato dos limites e restri??es ? liberdade de ensinar ? mat?ria contida no terceiro cap?tulo. Nessa mesma ocasi?o, a hip?tese de pesquisa levantada ? corroborada e desenvolvida em termos conclusivos. No tocante ?s quest?es de vi?s metodol?gico, ressaltam-se o uso da vertente te?rica jur?dico-dogm?tica e do racioc?nio dedutivo. No campo procedimental, a tese se vale, especialmente, de literatura direta ou transversal ? tem?tica, bem como de dados legislativos e jurisprud?ncia nacional.