Memórias religiosas da infância e práticas educativas: o caso dos egressos do Educandário Nossa Senhora do Rosário.

Abstract

This study has as theme the role of one denominational school (Educandário Nossa Senhora do Rosário), under the egressed student´s perspectives. The problem of this reaserch was to understand in which aspects of religious´s offer done through the teaching instituition are perceived in the family relationship and with the community by the egressed students in the year of 1990. The choice of that reaserch object was given from the curiosity in relation to one denomination school that brings in its teaching practice religious rules, that, in the analized period, subsidized such as teaching actions of the school. The aiming was to analize from religious´s memories of the egressed students from Educandário Nossa Senhora do Rosário, year 1990, the aproachings and the detachments among the objectives suggested by the religious subject about family and community accordingly to the school´s schedule and the routine reality of the subjects how is perceived by them. The specific aims were: to describe the conception of denominational school by the egressed student´s part from Educandário Nossa Senhora do Rosário; to identify which of the objectives and religious subjects in relation to the family and community are developed in the teaching institution; to identify the point of view of the egressed students, the differential knowledge in religious education when in the insertion of the learner in other dimensions of society. In order to fulfil this reaserch was taken the qualitative aproach, having as a view a bibliographic survey allied area survey. As tool of data collecting, was taken some observation, semistructured interviews, documentary analizes and applied questionaries. The theorist who found this study were: Durkheim (1996); Brandão; Bosi (1994); Bourdieu (1998); Carvalho (1995); Laraia (2001); Martins (1989); and others.It was presented the track of teaching´s alternation since the beggining in France until the insertion in schools based in this purpose in Brazil, more specifically, in Goiás state. The study shows that, to the egressed students, the teaching actions of the school added to their formation in the fully developed life, such as to the maintenance and building of family worths.