LAICIDADE, ENSINO RELIGIOSO E ESCOLA PÚBLICA NO MUNICÍPIO DE FORTALEZA (CE)

Abstract

In Brazil, the State and the Church play an important role in building the educational system, feeling the need to ensure the provision of Religious Education in schools. However, according to the law, the state cannot impose the practice of any religion. So, in order to make it best possible, Religious Education must guarantee the secular aspect of the state. Thus, in the present study, the problem question will seek to answer the following question: what changes should be made in the curriculum of the Religious Teaching discipline, taught in the city of Fortaleza (CE), so that it promotes greater tolerance among the students? therefore contribute to building a more egalitarian society? The general objective is to investigate what can be improved in the curriculum of Religious Education taught in the municipal public schools of Fortaleza (CE), to help such discipline to renew itself, contributing to the evolution of democratic thinking and respect for the diversity of faith. . As for the specific objectives, we sought to: a) identify, along with the specialized literature on the subject, the main goals of Religious Education applied in public elementary schools; b) try to know the daily reality of Religious Education given in public schools, based on the city of Fortaleza (CE); c) promote a case study with teachers of Religious Education in public elementary schools, aiming to know what they think about the secular character of public education. Among the justifications for conducting this study is that, from a social point of view, it is important to ensure the secularity of Religious Education, taught in public schools in Fortaleza (CE), as it is believed to be a fundamental element in propagation of the diversity ideals of the faith. Thus, it is understood that seeking to know and, if possible, measure this secularity; Or, trying to discover aspects that may negatively affect it, may contribute to the promotion of curriculum adjustments that lead this discipline to induce students to a state of greater social welfare.