O FENÔMENO RELIGIOSO NA TRANSFORMAÇÃO DOS SABERES: A PRÁTICA INCLUSIVA DA FORMAÇÃO DE PROFESSORES(AS) DE ENSINO RELIGIOSO EM MACAPÁ-AP

Abstract

The dissertation presents studies on the theme Religious Education in the transformation of knowledge: the inclusive practice in teacher training in Macapá-AP. Thus, we sought to answer the following problem: What perspective (s) can be adopted by teachers to make the RE a component capable of transforming the reality of students so-called normal and of special students in the inclusive education process? Thus, we seek to confirm or not the hypothesis that to make the RE a component capable of transforming the reality of normal and special students, teachers need to qualify in order to change teaching perspectives, give new meanings to classroom content, and overcome the use of exclusively Christian-based confessional or interfaith approaches to disseminate the ideals of an RE based on a plural, inclusive, and secular perspective, making it as a factor of knowledge transformation. Being, with the results built three chapters, the first of them addressing conceptual aspects, historical context and beacon legislation of Religious Education, in the second understand determinants (historical, international and Brazilian legal, and Pedagogical) to the promotion of Special Education, and in the third chapter , present the results of the investigation with RE teachers from ten public schools in the city of Macapá, Amapá, Brazil in relation to inclusive practice, process of initial and continuous formation and transformation of knowledge.