Escolas da rede municipal do Recife: o ensino religioso, os parâmetros curriculares nacionais e a religiosidade do/a professor/a.

Abstract

Talking about Religious Education is not an easy task. This curricular component goes beyond the walls of the school because it involves questions that exist beyond the pedagogical field and, historically, in Brazil, has always been linked to the field of political tensions, being necessary negotiations between religions and the State for its execution in schools. There are elements of legal, religious and epistemic order in the same field. Thus, this dissertation aims to analyze the proposal of Religious Education of the Municipal Network of Recife, as a means of promoting the personal and social humanization of the students and analyze the influence of the subjectivity of the teacher in the formation of their spirituality. To observe the insertion and execution of this Component in the School's Political Pedagogical Project and to suggest a training model for the teacher in order to promote openness to interdisciplinarity and the use of new educational practices focusing on Religious Education in the 8th and 9th grade classes in the Schools of the Teaching Network of Recife, prioritizing ecumenical and interreligious dialogue in accordance with the proposal presented by the Sciences of Religion. As a guiding element, a qualitative and interpretative research was used with a questionnaire that was answered by nine teachers, nine managers and ninety students from the nine schools surveyed, besides reading books, magazines and websites that deal with the subject matter on the screen. As a result, we outline the main obstacles to this discipline as absence of qualified professionals, lack of continuing education, Religious Education used only as a complement to workload, students' lack of knowledge about the optional nature of enrollment in this component, lack of strategies to comply with the law in relation to students who choose not to participate in these classes, etc. As a contribution, we present proposals for solving or at least minimizing these difficulties through the group of teachers who received the City Hall scholarship so we would hope that this work might contribute to the reflection and the action of the Municipal Teaching Network of Recife in relation to this component that assists in holistic student training.