The discussion about Religious Education and Identity Formation in public educational systems in basic education are frequent in Brazil. The Religious education discipline forms part o f the basic national education it is offered in state schools but it's optional. Sometimes it is identified from historical and cultural archetypes that associate a pedagogical practice contrary to secularism and religious diversity. The influence o f Christian proselytism yet permeate the discipline, It had in different historical contexts, was associated with the spread and legitimation o f the Christian faith in special, the Catholic religion. This dissertation aims to understanding how this discipline was regulated in the Brazilian educational scenario. Then discusses the implications o f the pedagogical practice o f teachers qualified to teach the discipline, as well as the law o f basic tenets and guidelines o f brazilian education (LDB) guide the curriculum. What to teach? How to teach? W ho teaches? W hy teach Religious Education? Are questions that drive this research in the search for understanding the perspectives o f the discipline under construction. The study supports in reading and analysis of documents such as the 1988 Federal Constitution, the law o f basic tenets and guidelines o f brazilian education No. 9475 o f 1997, the National Curriculum Parameters and the Institutional Political-Pedagogical Project. Aims specifically to understand how the Religious Education was configured in Uberlândia from the premises required by brazilian legislation
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