O Ensino Religioso na escola: uma análise da formação dos/das professores/as da rede de ensino do município de Iguatu – Ceará

Abstract

We cannot fail to defend the idea that Religious Education teachers need a theoretical and epistemological basis for a practice committed to reflective teaching. Thinking about the importance of Religious Studies and its relation with Religious Education is challenging, since it establishes a new curricular model based on academic and scientific criteria. Such understanding is allowed through João Décio Passos, who offers us an epistemological and pedagogical model, the Sciences of Religions, with theoretical and methodological basis for Religious Education. The initial and continued formation of teachers needs to break with the fragmentation of knowledge and the isolation in teaching. It is necessary to build a new professional culture woven in the values of collaboration, for an educational and social transformation that seeks to avoid curricular fragmentation. According to Francisco Imbernón, we must combat isolation and individualism and promote collaborative training. The analysis arose from the problem: why hasn't the Municipal Secretary of Education of Iguatu done any kind of teacher training for Religious Education teachers in the last 10 years? If the SME had done some kind of teacher training for this curricular component during this period, it would have strengthened the subject in the public schools of this municipality. The methodology for collecting data in this research was based on a combined approach of quantitative and qualitative methods, and the research instrument used for data collection was the questionnaire. The research made it possible to verify that the great majority of the teachers do not have initial training adequate to teach this subject and, that there was no disposition on the part of the SME in carrying out continued and/or permanent training directed to the teachers of this curricular component in order to solve the problem.