Ensino Religioso: história, currículo e desafios docentes na Rede Pública Municipal de Educação de Uberlândia-MG a partir da Lei nº 9.475/97

Abstract

Throughout history, the presence of the discipline of religious education in the oficial curriculum of brazilian public schools has been controversial, sometimes included, sometimes excluded due from the relationship between church and state. The dissertation aims to describe and undestand how the historical construction of the curriculum of the discipline of Religious Education took place in the municipal public school system of education of Uberlândia-MG, from law nº 9.457/97. It presentes a broad and detailed historical description of Religious Education in the period between the years 1500 and 1988, on the basis of excerpts from the legal system, those who promoted their inclusion and exclusion in the brazilian curriculum, respectively defining their position in the same. It addresses the historical and conceptual construction of Religious Education as one oficial curricular componente established by law nº 9.475/97 highlighting its main aspects: concept, object of study, objectives, methodology and training of its teachers. It is described about the construction of the discipline of Religious Education and its respective curriculum in the Municipal Public Educacion Network of Uberlândia-MG analyzing the Municipal Curricular Guidelines of this curricular component and demonstrating its influences and the interrelation with the continuing education of teachers this área of knowledge. Using a qualitative methodology, a descriptive documentar and bibliographical research was carried out from the relevant legislation to Religious Education at the municipal, state, and national leves and the bibliographic references related to the proposed theme; and one explanatory analysis of the Municipal Curriculum Guidelines. The study proposed in this dissertation revealed that the Municipal Curriculum of Religious Education is characterized as a historical and analytical product of the pedagogical practices of teachers in this área and, therefore, intrinsically related to their continuing education, qualifying itself as an educational project based on human rights and focused on the human, ethical and Citizen formation of students.