Ensino religioso na escola pública do Brasil: contribuições do método complexo e transdisciplinar.

Abstract

The thesis addresses issues and practices of religious education in Brazil with the objective of contributing to the epistemology of the discipline from the principles of the method and complexity of transdisciplinarity. On epistemological and methodological adequacy to social phenomena, research is a qualitative and bibliographical study. Religious education in the country is still treated as ambiguous teaching systems, acting both for general training of citizens as to the religious affiliation of churches. Such a situation makes the discipline fragile and vulnerable to criticism on the part of those who hold the status of secular State and religion as matter of intimate Forum. However, religion is part of the cultural substrate of mankind, and since 1873 is treated at the universities as academic matters and natural object of study, and can be understood as a curriculum component. On the other hand, history shows that in Brazil the religious education was institutionalized for political issues and without a scientific basis, which left it oblivious to the scientific-academic community. So, this isn't to delete the teaching about religion in school, but to go round their limits and their methods through other principles and paradigms. Therefore, from the historical evolution of the paradigms of science that influence the knowledge and education, the study puts the religious teaching of religion inserted in the Sciences of Religion enriched by method of complexity and transdisciplinarity that begets an attitude of knowledge at level of dialogue, transdisciplinarity and transculture. In this sense, Religious education becomes citizen education, based on the study of the Brazilian and world religious diversity, without the confessional or proselytizing bias. Therefore, the complexity and transdisciplinarity are keys to think about Religious education in the secular school.