EDUCAÇÃO E RELIGIÃO: AS MANIFESTAÇÕES RELIGIOSAS NO AMBIENTE ESCOLAR E A CONSTRUÇÃO DE UMA CULTURA DE PAZ

Abstract

This study aims to analyze the proposal of an education for a culture of peace, recognizing peace as an indispensable element for the development of knowledge and the success of teaching-learning process. This is outlined with the bibliographic study with proposals to make some considerations about religious education and the discipline Religious Education (RE), aligned with the pillars of education: learning how to know, how to do, how to live and how to be. Considering the school to be the appropriate place for the conscious and responsible formation in the sense of (re) establish principles and to rescue the human and religious values. Even these values are not universal, they are present in the culture and historical context of the students and consequently manifest themselves in the school scope. Thus, the importance of the initiative of the dialogue with the involvement of the whole school community, where secularism is seen as a propeller of (re)knowledge of religious cultural diversity, respecting the local construction of the Political Pedagogical Project (PPP), aiming at expanding the democratic right of demonstrations understanding of the subject in its potential and in the differences and in this perspective that the knowledge of diversities are foreseen in the legislations and discourse theories and must be respected. We also discussed how the RE and religious manifestations are discussed in school, given the evolution of aggregate education, the influence of technologies that are becoming more present in educational everyday and how media issues can be discussed as purpose to disarm indifferences, prejudices, and to promote mutual respect, striving for a better humanization and socialization, in order to build relationships in a social and tolerant way to the differences among the individuals. Hence, we considered that the knowledge addressed is of great relevance in understanding the process of training children, but we emphasize the importance of the continuing education of the teacher of the RE teacher, as well as those of the initial series that despite to be complex, it is a guiding practice that concerns the curriculum to the pedagogical practices focused on the dialogue and the learning of the critical thinking. Such practices require the teacher to have knowledge about other languages within the religious multiculturality, including the recognition of its practice as a process of building relationships and forming identities with an emphasis on valuing different cultures as a contribution to the development of citizenship and human solidarity.