A EPISTEMOLOGIA DO MEDO
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Resumo
Este estudo investiga as transformações recentes na Liberdade Acadêmica dentro das universidades, argumentando que a combinação entre pressões externas e divisões internas deu origem a um fenômeno que denominamos Epistemologia do Medo. O estudo adota uma abordagem qualitativa e ensaística, fundamentando-se na revisão de literatura e na análise de eventos e tendências acadêmicas globais. A pesquisa explora quatro dimensões de ataque à atividade científica: Desvalorização, Demonização, Destituição e Destruição. Os resultados indicam que a crescente instrumentalização das instituições acadêmicas compromete a autonomia da pesquisa e do ensino, consolidando um ambiente de controle e autocensura. Concluímos que a Epistemologia do Medo representa um mecanismo social de gestão da atividade acadêmica, reforçando a necessidade de medidas institucionais para restaurar e garantir a Liberdade Acadêmica.
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Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Direitos autorais (c) .
Esta obra está licenciada sob uma licença Creative Commons Atribuição 4.0 Internacional.
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LAZOTTE, S. M. “Violence against the academy: a comparative analysis of attacks and implications for the future of higher education.” The William & Mary Educational Review, vol. 7, n. 1, 2020.
LEPPER, J.; SLOTHUUS, R. “Political parties, motivated reasoning, and public opinion formation.” Advances in Political Psychology, vol. 35, n. 1, 2014.
LEYS, S. “Une idée de l’Université.” Commentaire, n. 114, 2006.
LINDEN, S. v. d. “Countering science denial.” Nature Human Behavior, vol. 3, 2019.
MaCMAHAN, J.; MINERVA, F.; SINGER, P. “Editorial.” Journal of Controversial Ideas, vol. 1, n. 1, 2021.
MATTEDI, M. Sociologia e conhecimento: introdução à abordagem sociológica do conhecimento. Chapecó: Argos, 2006.
MATTEDI, M. A sociologia da ciência: temas, problemas e abordagens. Blumenau: Editora da FURB, 2017.
McINTYRE, L. Post-truth. Cambridge, MA: MIT Press, 2018.
MENDES, C. H.; BRITO, A. S. de; ANGOTTI, B.; SALES, F. R.; REIS, L. S.; VASCONCELOS, N. P. de. “Academic freedom in Brazil: a case study on recent development.” s.d.s.d.. Disponível em: https://www.gppi.net/media/GPPi_LAUT_2020_Academic_Freedom_in_Brazil.pdf.
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MESSU, M. L’ère de la victimisation. Paris: L’aube, 2018.
MILLER, G. Virtue signaling: essays on darwinian politics and free speech. London: Cambrian Moon, 2019.
NELSON, C. No university is an island: saving academic freedom. New York: New York University Press, 2010.
NOVELLI, M.; SELENICA, E. “Protecting higher education from attack.” In: GLOBAL COALITION TO PROTECT EDUCATION FROM ATTACK (GCPEA). Education from Attack, 2014.
PILATI, R. Ciência e pseudociência: porque acreditamos apenas naquilo que queremos acreditar. São Paulo: Editora Contexto, 2021.
POSNER, R. A. The problematics of moral legal theory. Cambridge, MA: Harvard University Press, 1999.
POZEN, D. E. “We are all entrepreneurs now.” Wake Forest Law Review, vol. 43, 2008.
PUPAVAC, V. Language rights: from free speech to linguistic governance. London: Palgrave, 2012.
RAYMOND, E. “Kafkatrapping.” s.d.s.d.. Disponível em: https://antifeministpraxis.files.wordpress.com/2017/06/kafka-trapping.pdf.
RUGGIERO, V. Understanding political violence. New York: Open University Press, 2006.
SCHMID, P.; BETSCH, C. “Effective strategies for rebutting science denialism in public discussions.” Nature Human Behavior, vol. 3, 2019.
SCHOOLAR AT RISK. Free to Think Report of the Scholars at Risk Academic Freedom Monitoring Project. s.l.s.l.: s.n.s.n., 2021. Disponível em: https://www.scholarsatrisk.org/wp-content/uploads/2021/12/Scholars-at-Risk-Free-to-Think-2021.pdf.
SEETHALER, S. Lies, damned lies, and Science: how to sort through the noise around Global Warming, the latest Health Claims, and other scientific controversies. Upper Saddle River: FT Press Science, 2009.
SLAUGHTER, S.; LESLIE, L. L. Academic capitalism: politics, policies and the entrepreneurial university. Baltimore, MD: Johns Hopkins University Press, 1997.
STONE, G. “A brief history of academic freedom.” In: BILGRAMI, A.; COLE, J. R. Who’s afraid of academic freedom? New York: Columbia University Press, 2015.
SYKES, C. J. A nation of victims: the decay of the American character. New York: St. Martin’s Press, 1992.
TABER, C. S.; CANN, D.; KUCSOVA, S. “The motivated processing of political arguments.” Political Behavior, 2009.
WASHBURN, J. University, inc.: the corporate corruption of higher education. New York: Basic Book, 2005.
WILLIAMS, J. J. “Academic bondage.” Works and Days, vol. 26/27, n. 51/52, 53/54, 2009.