A INSERÇÃO DO ENSINO RELIGIOSO NO ENSINO FUNDAMENTAL II DE ESCOLAS PÚBLICAS DO ESTADO DO AMAPÁ A PARTIR DAS CIÊNCIAS DAS RELIGIÕES

Abstract

The dissertation aims to investigate the insertion of Religious Education in Elementary Education II of public schools located in the State of Amapá, highlighting: the foundations of Science of Religions that consider Religious Education as a discipline that is part of the area of human knowledge; Article 33 of the Law of Guidelines and Bases for National Education created in 1996; and Law No. 9475/1997 that, from the school onwards, emphasizes education and religion, and links it to cultural diversity to the delimited location. With this purpose, it was proposed to answer the following problem: How Religious Education, from the Science of Religions, can contribute to the understanding of the religious phenomenon alluding to Elementary School II students from public schools located in the State of the Amapá? It is believed, as a hypothesis that will be confirmed or refuted, that the understanding of the religious phenomenon in public schools in the State of Amapá, still does not allocate all the fundamentals of the Sciences of Religion, showing that there is a lack of investments in the offer of training courses (initial and continued). And, if there are no investments, there are certainly deficits in education, mainly in relation to: respect for religious diversity and the human rights of students; the guarantee of egalitarian teaching, liberating and overcoming proselytism; and, also, impediments to multicultural teaching and contextualized to the reality of elementary school RE students in public schools. The methodology adopted the use of the bibliographic research method based on the selection and reading of books, scientific articles, dissertations and theses related to the subject under study. Making it possible to organize the theoretical perspectives defended, the main ones being: Rubem Alves, Anísia de Paulo Figueiredo, Sérgio Junqueira, Joaõ Passos with studies highlighting the contributions of RE in Brazil, in the schooling process and as a teaching proposal; Daniel Lelis, Luzia Sena, Gisela Streck, Marilza Vanessa Rosa Suanno, José Roberto de Vasconcelos who presented studies and approaches on RE in teacher education and in the construction of the ethical and multicultural performance of the teacher in the classroom; Gilbraz Aragão and Mailson Souza, Hans Greschat, Bruno Nascimento, Soraya Monteiro Neves, Basarab Nicolescu, Sandra Nogueira, Claudete Beise and Edeson Silva who addressed transdisciplinarity and the field of CRs and their application in the RE in a plural way and as an area of human knowledge in consolidation; Moisés de Jesus Prazeres dos Santos Bezerra, Piedade Lino Videira and Elivaldo Custódio, Edna Maria Biz Pasini das Chagas, Elivaldo Serrão Custódio, Sebastiana Souza Dias for approaching RE and the pedagogical practice of teachers developed in municipalities and schools of the State of Amapá. In addition to the bibliographical research, a documental survey was carried out to identify the main legislations that address operational, curricular and legal guidelines for the insertion of ER in EF II of Brazilian and Amapa public schools. Therefore, with the results, three chapters were built: in the first one, the historical development of Religious Education in Brazil was discussed; in the second chapter, emphasis was given to Religious Education in Basic Education and in the third chapter was presented on Religious Education in Elementary Education II of public schools in the State of Amapá, based on the Science of Religions.