História e Memórias do Ensino Religioso na Escola Pública: lembranças de tempos discentes e docentes.

Abstract

Research History and Memories of Religious Education in Public Schools: memories of times students and teachers, integrating the research line Education, Society and Culture, Graduate Program in Education - Masters and Doctorate in Education from the Catholic University of Goiás. This study aims to discuss the possibilities for realization of religious education in the mandatory parameters/facultabilidade from the breakup of catechetical/dogmatic heritage starting his new meanings and knowledge and their relationship as a social/cultural phenomenon reflected by the Humanities and social, breaking thus the denominational character of this discipline and integrating it to scientific reflection, based on the unveiling of the meaning inferred from the stories told by Teachers of Religious Education of Goiás public schools. This is a theoretical and empirical, qualitative, narrative (auto)biographical research approach with the phenomenological approach. Thus was established as the route reading and literature, the empirical part, narratives (auto)biographies of eleven Teachers who work in religious education in state and municipal schools , nominated in seven municipalities of the northwestern state of Goiás. The theoretical framework relies on Saviani (2008); Derisso (2007, 2012); Oliveira et al. (2007); Benjamin (1987a, 1987b); Halbwachs (1990) among others. The methodological approach was built from Souza (2004, 2006, 2012); Merleau-Ponty (2011); Passegui; Abraham; Delory-Momberger (2012); Connelly; Clandinin (1990), Clandinin; Connelly (2000). An understanding of the experiences of the narrator approached the phenomenology through which it seeks to describe and interpret the non- apparent and reveal the lived sense (as student) and practiced (as a teacher) in this discipline. The historical trajectory and the memories of the narrators you realize that Religious Education, present in almost every school in the republican period, failed to materialize as Religious Education, but as religious education forwarding service proselytizer of belief and doctrine. It was observed that: i) the trajectory of Religious Education is demarcated by the dispute of religious and educational field, ii) in Brazil never was religious education , since what is meant by this knowledge of the phenomenon of religious pluralism and, iii) the current legislation even try to understand it as a field of knowledge, is pervaded by the conception of theological and interfaith education, iv) the possibility of its realization lies in the understanding of a pluralistic phenomenological model to understand the school curriculum (the socialization of knowledge socially constructed), and finally, v) and there was no by the Brazilian state a position that leads to disruption between state and religion (mainly Christian) to make the secular republic in fact.