FORMAÇÃO DOCENTE E A PRÁTICA DOS/AS PROFESSORES/AS DE ENSINO RELIGIOSO NA CIDADE DE PARNAÍBA - PI: UMA ANÁLISE DA CONJUNTURA ESCOLAR MUNICIPAL

Abstract

The Religious teaching, which in the past, owned a didactic-doctrinal education in Brazilian schools, today receives a status of scientific, pedagogical, epistemological and knowledge field, no longer proselytizing it, contributing to new debates by a teacher training capable of giving it this status: the National Curriculum Guidelines for undergraduate science of religion courses. Considering the emphasis of these questions, we seek to understand to the didactic-formative context of this component in the Parnaiba city from Piauí, with this question: how is the admission process, training and orientation necessary for the performance of the teaching professional in RT, in Parnaíba city, in order to ensure the prohibition of the proselytism, the valorization of the Brazilian cultural diversity and what didactic-pedagogical reflexes are emitted in the classroom? Thus, our general objective was to investigate how is the process of admission, training and guidance necessary for the performance of the teaching professional in RT, in the city of Parnaíba, in order to ensure the proselytizing prohibition, the appreciation of Brazilian culture diversity. and which didactic-pedagogical reflexes are issued in the classroom. For this purpose, we delimit to identify the professional profile and religious denomination of teachers in RT and the members who guide these professionals in municipal schools in Parnaíba-PI, in order to better understand their didactic-methodological strategies. To know the admission parameters of the faculty of the RT and the didactic principles suggested to the municipal teachers, as well as other planning of the schools and teachers, with a view to verifying the directions for the contemplation of the Brazilian cultural diversity, proposed by the Law of Guidelines and Bases of Education. National. To identify, in national politics and in other theoretical contributions, questions about didactics, the qualification norms of the teaching professional in RT, the pedagogical and epistemological status of this Component, correlating them with the methodology used by these teachers, as well as with the content and methodologies suggested by the municipal guiding team and their training and religious denominations. This investigation took place through a field research performed between March 2018 and August 2019, investigate 12 municipal schools, including 23 teachers working in classes from 6th to 9th grade. With a mixed approach methodology, aided by instruments and techniques such as interview, questionnaire and participant observation, in the light of theorists such as Freire (1996), Minayo (2002), Gândavo (2004), Marchi (2001), Dias (2010), Leite (2011), Angelozzi (2017), Espínola (2018), Rodrigues; Junqueira (2009), PCNER (2009), Biazi (2012), Elisa Rodrigues (2015) and documents such as the Federal Constitution (BRASIL, 1988), Law of Guidelines and Bases of National Education (BRASIL, 1996), Law 9475 (BRASIL, 1997), Opinion CNE / CP Nº: 12 (BRASIL, 2018) and other, We found that Religious teaching, in the experienced context in education in the Parnaíba city, is still subordinated by the strong matrix of political-religious ideology that insists on travesting education in Brazil, showing ability to perpetuate, in this component, still, a place of subservience.