Formação de professores/as em Ensino Religioso: regulamentação e os processos formativos em Colatina no Estado do Espírito Santo

Abstract

The present work is the result of constant reflection on the theoretical assumptions for the continuing education of teachers in Religious Education in the municipality of Colatina - Espírito Santo, thus generating conflicts arising from the contradictions between the conceptual notes regarding the sciences of Religions, the training of teachers and the knowledge of the curricular unit of Resident Religious Education. Instigated for more than twenty-seven years between teaching practice and guidance, in which it caused concerns about the professional qualification to teach Religious Education in the municipality, thus, the guiding question comes to answer how the teaching identity in Religious Teaching is constructed, from from the analysis of the Colatina Continuing Education program – Projeto Foco. The objectives are to point out teacher training in the construction of professional identity, highlight the plurality of knowledge arising from mediation, establish a relationship between what is proposed in studies of Continuing Education - FOCO and the daily experiences lived in school establishments in the municipal network of collatine education. Noting that the contents developed in the training and what is being carried out in the classrooms are associated with a teaching identity. This mediated knowledge in the formation of Religious Education teachers in Colatina helps, encourages and aligns actions to rediscover stimuli for their intervention in the classroom. Thus, the theoretical contribution supported by Sérgio Junqueira unveils Religious Education, Education, Religion, historical developments, initial and continuing education, professionalization and teaching in Religious Education; in a complementary way, the concepts are expanded with Phillippe Perrenoud category competences and teaching practice; which discusses teacher training, the teacher's profession and continuing education; supporting Paulo Freire in the awareness and autonomy category, leading to thinking about the curriculum, society, politics and the social function of the school. Relating the notes with the legislative arguments against the Science of Religion, teacher training and the knowledge of the discipline of Religious Education. The research methodology used was in the context of a qualitative, descriptive and exploratory approach, in the concrete form of document analysis, bibliography and observation of classes, subject of Religious Education, in four interviewed schools in Colatina, state of Espírito Santo.