DIREITO, EDUCAÇÃO E RELIGIÃO: EM BUSCA DE NOVOS SENTIDOS E SIGNIFICADOS PARA O ENSINO RELIGIOSO NA SALA DE AULA

Abstract

Law, Education and Religion: in search of new meanings and meanings for Religious Education in the classroom, it is our highlight. We aim to analyze the consequences attributed to Religious Education in the classroom considering the constitutional assumptions, the understanding of the Supreme Federal Court and the educational guidelines. Qualitative exploratory and bibliographic research has fostered the problem-question: what consequences are attributed to Religious Education in the classroom considering the constitutional assumptions, the understanding of the STF and the educational guidelines? The Case Study brings the Direct Action of Unconstitutionality 4439 confronting the decision of the STF / 2017, and advocating by the Federal Constitution / 1988, Law of Guideline and Base / 1996 for non-confessional Religious Education. Religious Education - ER is identified as an area of knowledge by the National Common Curricular Base. The Phenomenological Religious Education or the Sciences of Religions is defended by LDBEN 9.394 / 1996, as amended by article 33 of 07/25/1997, respecting cultural diversity in Brazil, prohibited any forms of proselytism. Its object of scientific discourse is the religious phenomenon, and in the Sciences of Religions, the classes have a wide, dialogic and multi-referential dimension. It is a multidisciplinary area, it studies different religions encompassing the Sciences. It aggregates the study of the religious phenomenon and aligns itself in the fields of knowledge, from the epistemology in the Sciences of Religions as defended by the Faculdade Unida de Vitória / ES. We can see the regression of the guarantees of the CF, LDB and BNCC, in face of the educational demands, of interreligious and non-confessional dialogue. The open dialogue between STF and MEC calls for new legal reviews, regulating guiding and innovative pedagogical practices. To subsidize ER teachers in public schools in Elementary School I, training in the area of knowledge is a concrete didactic-pedagogical and methodological alternative. Therefore, we point out two booklets in line with the MEC Educational Guidelines and the principles of the Sciences of Religions.