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Desde su reconocimiento en el articulo 20.1 c) de la Constitucion la posibilidad de extension a los niveles no universitarios del derecho fundamental a libertad de catedra ha dado lugar a diversos enfoques doctrinales desarrollados a la luz de la esencial sentencia del Tribunal Constitucional 5/1981, de 13 de febrero. En el presente articulo se pretenden aportar argumentos juridicos, jurisprudenciales y de practica docente para aclarar el grado de aplicacion de esta libertad en el concreto ambito de la ensenanza publica no universitaria, con especial incidencia en sus niveles no obligatorios, aquellos en los que la edad, madurez y preparacion de los alumnos los situan de facto en un campo mas cercano a la etapa universitaria. Para ello se han desarrollado de manera complementaria dos lineas metodologicas de trabajo centradas en el analisis del contenido y los limites de este derecho fundamental. Por un lado se confrontan las principales posturas defendidas por la doctrina al respecto y, complementariamente, se analizan las funciones propias de la labor docente en estas ensenanzas, las previsiones normativas asentadas en la legislacion educativa asi como la interpretacion desarrollada por la escasa jurisprudencia en esta concreta materia. Since its recognition in the article 20.1 c) of the Spanish Constitution, the possibility of extending the fundamental right of academic freedom to no university levels has provoked several doctrinal approaches that were developed under the essential judgement of the Constitutional Court 5/1981, February 13th. In this article, we try to contribute with some legal, jurisprudential and teaching methodology in order to clarify the extent that this freedom is applied to in the sphere of the no university state teaching, especially in those levels that are not compulsory, when the age of the students, their maturity and their training places them very close to the university stage. In this way, two methodological working lines, which have been focused in the analysis of the content and the boundaries of this fundamental right, have been developed. On the one hand, the main stances defended by the doctrine on this matter and, additional, the normative predictions established in the educational legislation as well as the interpretation that has been developed by the scarce legislation in this specific subject.

Contenido y límites de la libertad de cátedra en la enseñanza pública no universitaria