Protagonismos e interditos de mulheres no Novo Testamento: contribuições para o currículo do ensino religioso

Abstract

BRITO MARINHO, Diane Marcy de. Protagonisms and Interdictions of Women in the New Testament: Contributions to the Curriculum of Religious Teaching. Thesis (Doctorate in Sciences of Religion) – Pontifical Catholic University of Goiás, Goiânia, 2022. This research presents a proposal for the Religious Teaching curriculum based on the analysis of New Testament texts that present, simultaneously and ambiguously, women as protagonists in society and in the church. However, they also suffered sociocultural prohibitions in the patriarchal hierarchies of power context presented in that period considering the time and the interpretive history. The bibliographic research uses analytical categories and concepts such as gender, hermeneutics, history, religious education, and curricular history. All of them are based on the context of Brazilian education, from Brazil's colonial period to the present moment, taking as a presupposition for a proposal the Base Nacional Common Curricular (BNCC). The study was organized into three chapters. In the first chapter, it is exposed, through theoretical references, to Women in the New Testament in order to know and revive women protagonists' stories, seeking to establish a sacred text reading with a critical and liberating hermeneutic vision. Still, in the first chapter, it is also reflected on the interdicts, texts which make it impossible to recognize the women's role, as they show the effort to silence women in two texts of the New Testament. The second chapter focuses on Religious Education and its configurations throughout the years, in which a broad discussion is opened on the subject through information on how the Brazilian States worked with Religious Education, as well as its new configuration today. In the third chapter, a proposal for a non-sexist curriculum is presented, which seeks to equip teachers, both women, and men, to work on gender in the curricular component of Religious Education. So that bases on a liberating feminist pedagogy and proposing the eradication of patriarchy and of any mechanism which creates oppression.