A universidade e o seu contributo para o desenvolvimento da União Europeia
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Data
2010
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O trabalho presente é uma investigação sobre a Universidade sua génese e diversidade, caminhada e desenvolvimento, prosperidade em crescimento, papel cultural e fonte de conhecimento seus momentos de glória, seu de impasse e de crise e tentativas para devolver a glória e prestigio de outrora.
Nasceu na Europa Meridional com o título de “Studium Generale”.
Não nasceu nem “ex abrupto” nem “ex nihilo”, a sua génese remonta às escolas
religiosas dos conventos e catedrais onde se conservavam os documentos da cultura greco –
latina que mais tarde imperará na Europa sob o antropocentrismo, em oposição ao
Teocentrismo.
O “Studium General” nasce sobre o patrocínio da Igreja que mantinha como disciplinas principais nestes centros a Teologia e Filosofia, cuja leccionação é circunscrita a
poucas Escolas e professores escolhidos.
Acorriam à Universidade alunos de todos os cantos da Europa, evidentemente com meios e frades alunos pobres e para os frades criaram-se colégios que os acolhiam e protegiam.
A reunião de estudantes devido a disturbios gerou ambiente controverso e obrigou as
autoridades governamentais a medidas quer de contenção quer de protecção a residentes e
forasteiros.
O estudante era um estrangeiro que se deslocava no espaço europeu consoante a fama dos professores.
A língua latina foi o veiculo de ligação e comunicação.
Pouco a pouco os estados foram-se dando conta do valor da universidade e dos seus ensinamentos e disputavam com a Igreja o seu patrocínio.
A Universidade contribui para o desenvolvimento dos Estados a nível administrativo,
do direito, da criação de leis dando aos Estados uma maior e melhor organização no seu
desenvolvimento.
As Universidades concediam graus académicos, sendo o maior o de doutor.
Todos esperavam o apoio do saber académico e científico para vencer a luta pela
existência.
O sistema escolático criticado pelo humanismo deu origem a novos modelos de
universidade que surgiram com a supervisão dos Estados. Os modelos a partir do século XIX, são: ingês, alemão, americano, francês e russo.
A universidade passa a ser o lugar do ensino superior, com o repúdio ao tradicinal e a
investigação passa a fazer parte do papel da universidade.
Em Portugal criou-se estruturas de apoio à formação de professores especialmente o
sector de ciência e educação.
Tardiamente a União Europeia dá atenção à educação criando programas como o
Sócrates cujas acções são Comenios, Erasmus, Grundvig, Língua e Minerva.
A mobilidade estudantil torna-se realidade na Europa e a flexibilidade na educação.
A função da universidade actual ocupa-se do sector industrial e pós industrial da
sociedade de informação, economia e empresa.
Universidade como serviço público e mercado.
Foi pena que a União Europeia, não reconhecesse ao Homem a centralidade de que
tem direito, e esquecesse que sem o homem não há desenvolvimento nem criatividade.
Estruturou-se a economia e a política obliterou a educação, a cultura, a formação, isto
é um castelo construído sobre areia.
Relembrando Antero cabe dizer: “Abrem-se as portas de ouro com fragor
Mas dentro encontro só cheiro de dor
Silêncio e escuridão nada mais”.
Hoje a nossa Universidade é um problema. O seu caminho terá de ser o da cultura e a
da educação. Tem de ser vista como poder em época de crise e o permanente primeiro que o transitório.
Donde a necessidade de uma gestão de qualidade e de uma educação permanente.
This work is an investigation into the university, its genesis and diversity, the path it has taken and its development, prosperity in growth, its cultural role and source of knowledge, moments of glory, of impasse and crisis, and attempts to restore to it the glory and prestige of former days. It was born in southern Europe with the title “studium generale”. It did not appear “ex abrupto” nor “ex nihilo”; its genesis dates back to the religious schools of the convents and cathedrals where the documents of the graeco-roman culture were kept that later prevailed in Europe under the anthropocentrism that was in opposition to theocentrism. The “studium generale” was born under the sponsorship of the Church that retained as the principal subjects in these centres theology and philosophy, the lectures of which were limited to a few schools and given by selected professors. Students from all corners of Europe, evidently with means, as well as friars flocked to the university to attend the classes. For the poor students and friars, colleges were created to take them in and shelter them. The meeting of the students due to disturbances created an atmosphere of controversy and forced the governing bodies to establish measures for their contention as well as for the protection of residents and outsiders. The student was a foreigner who traveled throughout Europe according to the fame of the professors. Latin was the vehicle for connecting and communicating. Little by little, states began taking note of the value of the university and its teachings and disputed with the Church over their sponsorship. The university contributed to the development of the States at the administrative level, in law and the making of laws, giving the States a greater and better organisation of their development. The universities granted academic degrees, the highest of which was doctor. Everyone counted on academic and scientific knowledge to win in the battle for existence. The scholastic system criticised by humanism gave rise to new university models that appeared with State supervision. From the 19th century the models were English, German, American, French and Russian. The university became the place for higher learning with the rejection of the traditional university, and research became part of the role of the university. In Portugal structures to support the training of teachers were created, especially in the sector of Education Sciences. Europe was late in paying attention to education. The programmes created include the Socrates with actions, Comenius, Erásmus, Grundtvig, Lingua and Minerva. Student mobility and flexibility in education have become a reality in Europe. The function of the university today is in the industrial and post-industrial sector of a society of information, economy, and business. The university as a public service and market. It was a shame that at the outset the EU did not recognise in man the centrality which is his right and forgot that without man there is no development or creativity. The economy was structured and politics obliterated education, culture; training was a castle built on sand. Recalling Antero, it bears saying: “The golden doors are opened with a crash, But inside there is only found the smell of pain, Silence and darkness—nothing else.” Today our university is a problem with the challenges it presents. Its path is that of culture and education must be seen as a power in a time of crisis, and the permanent has priority over the transitory. Therefore, the need for a quality management and permanent education.
This work is an investigation into the university, its genesis and diversity, the path it has taken and its development, prosperity in growth, its cultural role and source of knowledge, moments of glory, of impasse and crisis, and attempts to restore to it the glory and prestige of former days. It was born in southern Europe with the title “studium generale”. It did not appear “ex abrupto” nor “ex nihilo”; its genesis dates back to the religious schools of the convents and cathedrals where the documents of the graeco-roman culture were kept that later prevailed in Europe under the anthropocentrism that was in opposition to theocentrism. The “studium generale” was born under the sponsorship of the Church that retained as the principal subjects in these centres theology and philosophy, the lectures of which were limited to a few schools and given by selected professors. Students from all corners of Europe, evidently with means, as well as friars flocked to the university to attend the classes. For the poor students and friars, colleges were created to take them in and shelter them. The meeting of the students due to disturbances created an atmosphere of controversy and forced the governing bodies to establish measures for their contention as well as for the protection of residents and outsiders. The student was a foreigner who traveled throughout Europe according to the fame of the professors. Latin was the vehicle for connecting and communicating. Little by little, states began taking note of the value of the university and its teachings and disputed with the Church over their sponsorship. The university contributed to the development of the States at the administrative level, in law and the making of laws, giving the States a greater and better organisation of their development. The universities granted academic degrees, the highest of which was doctor. Everyone counted on academic and scientific knowledge to win in the battle for existence. The scholastic system criticised by humanism gave rise to new university models that appeared with State supervision. From the 19th century the models were English, German, American, French and Russian. The university became the place for higher learning with the rejection of the traditional university, and research became part of the role of the university. In Portugal structures to support the training of teachers were created, especially in the sector of Education Sciences. Europe was late in paying attention to education. The programmes created include the Socrates with actions, Comenius, Erásmus, Grundtvig, Lingua and Minerva. Student mobility and flexibility in education have become a reality in Europe. The function of the university today is in the industrial and post-industrial sector of a society of information, economy, and business. The university as a public service and market. It was a shame that at the outset the EU did not recognise in man the centrality which is his right and forgot that without man there is no development or creativity. The economy was structured and politics obliterated education, culture; training was a castle built on sand. Recalling Antero, it bears saying: “The golden doors are opened with a crash, But inside there is only found the smell of pain, Silence and darkness—nothing else.” Today our university is a problem with the challenges it presents. Its path is that of culture and education must be seen as a power in a time of crisis, and the permanent has priority over the transitory. Therefore, the need for a quality management and permanent education.
Descrição
Orientação : António Fernando Martins dos Santos Neves
Palavras-chave
CIÊNCIA POLÍTICA, POLITICAL SCIENCE, ENSINO SUPERIOR, HIGHER EDUCATION, UNIVERSIDADES, UNIVERSITIES, EUROPEAN UNION, UNIÃO EUROPEIA, DOUTORAMENTO EM CIÊNCIA POLÍTICA