Academic freedom: between a foundational principle and its distortion in teaching practice.
Abstract
Academic freedom is a fundamental principle in higher education, associated with teaching autonomy and the critical production of knowledge; however, its contemporary interpretation reveals tensions arising from its ambiguous application in educational practice. This article analyzes the concept from a theoretical and critical perspective, examining its conceptual definition, historical evolution, and current challenges. It argues that in certain contexts, academic freedom may be used to justify deficient teaching practices, disciplinary obsolescence, or resistance to evaluation. As a contribution, the study proposes understanding it as responsible autonomy, conditioned by epistemological rigor, pedagogical responsibility, and professional ethics.
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