As universidades e o afastamento das ciências sociais e humanas: As causas para a educação brasileira

Publicado em   25/abr/2011
por  Caio Hostilio

Como professor e aluno que fui por muito tempo, divertem-me e ao mesmo tempo me chocam certas opiniões de supostas autoridades educacionais, quando chamadas a analisar os fatores responsáveis pela indigência não só da área das Ciências, como também do ensino como um todo.

O primeiro erro é o de pedir, em excesso, opiniões de figuras da área acadêmica. Supõe-se, pelos seus títulos, que conheçam a realidade do ensino fora do “melhor dos mundos” que é o ambiente acadêmico.

Já escrevi diversos artigos sobre educação, cujo principal foi sobre a decadência das ciências sociais e humanas nas Universidades Brasileiras, cujo resultado foi o afastamento por completo da indissociabilidade em ensino, pesquisa e extensão.

Na época fui muito questionado por professores, que diziam que o afastamento da autonomia das universidades e o afastamento da indissociabilidade em ensino, pesquisa e extensão, estavam sem condições por falta de verbas para seus prosseguimentos. Como sempre, questionem: Falta de verbas? Essa mesma chorumela é usada desde que a Constituição de 1988, em seu artigo 207, disse: As universidades gozam de autonomia didático-científica, administrativa e de gestão financeira e patrimonial, e obedecerão ao princípio de indissociabilidade entre ensino, pesquisa e extensão.

Na verdade, a universidade brasileira precisa de um telescópio para enxergar a sociedade que a sustenta e de um espelho para olhar para si.  Hoje, as universidades graduam sem que seus graduados saibam diferenciar o pensamento do positivismo do da dialética, da hermenêutica e da fenomenologia.

O certo é afirmar que o Brasil é fértil em supostos experts em Educação, que deitam regras para um ambiente que não conhecem. Quando alçados a postos de comando, geralmente as máscaras caem.

Quem são os culpados? As ciências sociais e humanas, que deixaram a gestão universitária nas mãos das ciências que seguiam apenas as orientações daqueles que não queriam sua evolução no Brasil.

Farei um breve relato, para que você leitor entenda melhor o que estou dizendo. Com a criação do INEP – Instituto Nacional de Estudos e pesquisas Educacionais, criado pelo Decreto-Lei 580, de 30/07/1938, tendo como mentor Anísio Teixeira, o Instituto foi criado num momento de grande entusiasmo, trazendo consigo uma proposta de inovação, pretendendo ser uma ruptura com os padrões antigos, passa por um curto período de intensa produtividade na educação, tendo a frente às ciências sociais e humanas.

Anísio Teixeira

Anísio Teixeira e Darcy Ribeiro, profundamente envolvidos com uma educação superior de qualidade, tentaram colocar em prática na Universidade de Brasília, a convite do presidente JK. Com o fim do governo Kubitschek e a crise provocada pela renúncia de Jânio, a situação tornou-se ainda mais indefinida. Oracy Nogueira, que ficara chefiando a Deps, voltou para a Universidade de São Paulo. Roberto Cardoso de Oliveira também se desligou do centro e foi organizar o Curso de Pós-Graduação em Antropologia Social no Museu Nacional, Durante o governo João Goulart o INEP/CBPE esteve primordialmente envolvido com o delineamento da política educacional do país, e a implantação do sistema escolar de Brasília, da escola pré-primária à universidade.

Darcy Ribeiro

 Esse nível de comprometimento tornou o INEP um órgão extremamente visado depois de 1964. Se seu primeiro diretor, Carlos Pasquale, conseguiu um relacionamento satisfatório com a equipe. Anísio Teixeira foi processado criminalmente pela União por peculato-furto, no exercício do cargo de reitor da Universidade de Brasília. Era uma espécie de avaliação pública pelos novos detentores do poder do homem com quem o INEP estava profundamente identificado. No regime militar, o INEP perdeu sua influência no sistema educacional brasileiro, virando apenas um órgão burocrático. Uma frase inesquecível que Anísio Teixeira: “no Brasil, as instituições duram tanto quanto seus fundadores”.  

Diante do afastamento das ciências sociais e humanas das universidades, os problemas educacionais brasileiro, em todas as etapas se agravaram, principalmente com a Lei 5692/71, diversas vezes divulgada aqui nesse blog.

Com o fim do regime militar, as ciências sociais e humanas continuaram afastadas das universidades e do comando da Educação no Brasil, com isso os cursos de magistério perderam o seu quarto ano, qual seja o de estágio. Tal compactação resultou no empobrecimento de conteúdos (inclusive os metodológicos) e perda de dignidade de tais. As professoras de hoje não são, tornaram-se primárias mesmo, no sentido pejorativo, com honrosas e raras exceções.

No ensino médio, o quadro se agrava. O principal problema passa a ser a carência de números adequados de aulas. Por exemplo, é difícil encontrar professores de Química, Física, Biologia, Matemática, cursos que perderam o fascínio anterior. Com isso, as aulas dessas disciplinas são ministradas, quando tem um professor, com um número mínimo de aulas semanais para que se tenha de fato o ensino/aprendizagem. Ora, todo professor de Matemática, Física e Química é obrigado a trabalhar com duas aulas semanais, na maioria das escolas públicas e escolas particulares do tipo “pagou passou”. Nas escolas particulares de melhor nível, o número de três aulas por semana é considerado um luxo.

Ora, aulas de laboratório, consomem tempo. Experiências de bom nível exigem muito tempo, para serem feitas ou discutidas. Porque experiências do tipo “mágicas”, instantâneas, podem transformar o professor realmente num ilusionista. O aluno precisa se preparar para o fato de que na Ciência, como de resto na vida, nem tudo é festa nem tudo é mágica. Precisa saber conviver com a necessidade de esforços continuados, se quiser vencer e mesmo sobreviver nas competições da sociedade humana.

Portanto, as universidades são as responsáveis pela indigência didática em todos os seus cursos, principalmente os mais concorridos, como medicina, direito, engenharia, odontologia, cujos professores, em sua maioria, são conhecedores das disciplinas que aplicam, porém não sabem transmitir aos alunos, visto que desconhecem por completo a didática adequada para transmitir seus conhecimentos. Por outro lado, as universidades sucatearam os cursos em licenciaturas.  

No crescendo dos problemas apontados, as universidades públicas, tidas como “centros de excelência” esquivam-se de admitir que venham sucateando seus cursos de licenciatura, em favor das áreas de bacharelado e das “altas pesquisas” nas áreas de pós-graduação. Com isso, o atual professor de universidade, com todos os seus títulos, é dispensado de preparação didática. Prova disto é a indigência da famosa “Metodologia do Ensino Superior” – geralmente muito ruim de conteúdo – e que vale em geral coisa de um crédito. Quase ninguém a faz, o que dá origem a professores-espantalhos, causadores de desgosto e evasão de alunos.

O certo é que esta enxurrada de sub-profissionais ocupa vagas de professores que deveriam estar saindo das licenciaturas de boas universidades públicas, idealizada por Anísio Teixeira, Darcy Ribeiro e outros.

Será que o Ministério da Educação ainda não se tocou que a raízes dos problemas educacionais são outras, mas não ousa assumir e dizer o que se deve fazer?

  Publicado em: Governo

87 comentários para As universidades e o afastamento das ciências sociais e humanas: As causas para a educação brasileira

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  86. […] o artigo “As universidades e o afastamento das ciências sociais e humanas: As causas para a educação brasil…”, que escrevi, no dia 25 de abril de 2011, sintetizam a decadência do ensino superior no […]

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