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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7258 |
| Date | 28 November 2016 |
| Creators | Travincas, Amanda Costa Thom? |
| Contributors | Sarlet, Ingo Wolfgang |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Direito, PUCRS, Brasil, Escola de Direito |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -1046629855937119302, 600, 600, 600, 600, 4512033976268881925, -7277407233034425144, 2075167498588264571 |
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