University autonomy. A teachers’ view

Abstract

The article puts forth an understanding and interpretation of the thinking of teachers on the subject of university autonomy, based on perspectives from different fields of knowledge and different approaches analyzed through a qualitative hermeneutic perspective, which enables the conceptualization of the theme to interrelate with information gathered through interviews. The results suggest that university autonomy is based on knowledge, free thought, and the right to education and support for democracy, not from legal or political viewpoints. The university is created independently, any obstruction to this condition is invalidated; its government is between teachers and students; for its vocation for public service, and its autonomy it should be legitimized by the university community, by the State as it provides it with finanancial resources, and by society where it materializes its objectives. Autonomy is derived from knowledge; it is an attitude rather than an institutionalized principle. Autonomy is lost when it has nothing to say.