O ensino religioso na escola pública: regras que cooperam para sua organização
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Data
2016-02-24
Autores
Lima, Aline Pereira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, questões religiosas e educação sempre estiveram imbricadas. No entanto, atualmente, a restrição ao proselitismo demarca uma fronteira entre o Ensino Religioso (ER) e outras formas de educação religiosa. Visto como disciplina prevista constitucionalmente e regulamentado pela Lei de Diretrizes e Bases da Educação Nacional, buscou-se, com este trabalho em nível de doutorado, saber como se organiza o Ensino Religioso em escolas públicas situadas em estados que possuem bases normativas bem distintas, procurando identificar e compreender essencialmente as lógicas que norteiam a ação da disciplina na escola. O objetivo geral é, portanto, compreender as articulações/desarticulações, congruência/incongruências presentes na ação curricular do ER em três estados brasileiros que possuem normativas para esse ensino bem distintas: Rio de Janeiro, São Paulo e Paraná. Para persegui-lo, colocou-se como objetivos específicos: (1) Identificar as regras que cooperam para a organização do ER na escola, corroborando, assim, para (2) interpretar as lógicas de ação e os possíveis choques de racionalidade presentes na organização do ER e; (3) Verificar como são produzidas ou de onde advêm essas regras. O direcionamento teórico-metodológico adotado assume a sociologia das organizações, as ciências da administração escolar e a investigação em educação no estudo da ação curricular em pauta. Apontando como se dá a passagem do plano das orientações para o plano da ação organizacional, demonstra-se, nos resultados obtidos junto aos professores da disciplina dos três estados estudados, uma preocupação com a diversidade, com a formação em valores e em tornar a disciplina atrativa aos alunos.
In Brazil religious affairs and education have always been intertwined. However, currently, the restriction on proselytizing marks a boundary between Religious Education (RE) and other forms of religious education. Seen as planned curricular component Constitution and regulated by the Law of Guidelines and Bases of National Education, we sought with this work at the doctoral level, know how to organize Religious Education in public schools located in states that have very different normative bases, essentially seeking to identify and understand the logic guiding the action of the subject in school. The overall objective is therefore to understand the joints / dislocations, consistency / inconsistency present in the ER curricular action in three Brazilian states that have regulations for that distinct teaching: Rio de Janeiro, São Paulo and Paraná. To pursue it, was placed the following objectives: (1) identify the rules that cooperate to organize the ER at school, corroborating thus to (2) interpret the logics of action and possible rationality clashes present in the organization and ER; (3) Check how they are produced or where these rules come. The theoretical-methodological guidance adopted assumes the sociology of organizations, sciences school administration and research in education in curriculum action of the study at hand. Pointing how is the passage of the plan of the guidelines for the plan of organizational action, it is demonstrated in the results obtained from the teachers of the course of the three states studied, a concern with diversity, with training in values and making the discipline Attractive students.
In Brazil religious affairs and education have always been intertwined. However, currently, the restriction on proselytizing marks a boundary between Religious Education (RE) and other forms of religious education. Seen as planned curricular component Constitution and regulated by the Law of Guidelines and Bases of National Education, we sought with this work at the doctoral level, know how to organize Religious Education in public schools located in states that have very different normative bases, essentially seeking to identify and understand the logic guiding the action of the subject in school. The overall objective is therefore to understand the joints / dislocations, consistency / inconsistency present in the ER curricular action in three Brazilian states that have regulations for that distinct teaching: Rio de Janeiro, São Paulo and Paraná. To pursue it, was placed the following objectives: (1) identify the rules that cooperate to organize the ER at school, corroborating thus to (2) interpret the logics of action and possible rationality clashes present in the organization and ER; (3) Check how they are produced or where these rules come. The theoretical-methodological guidance adopted assumes the sociology of organizations, sciences school administration and research in education in curriculum action of the study at hand. Pointing how is the passage of the plan of the guidelines for the plan of organizational action, it is demonstrated in the results obtained from the teachers of the course of the three states studied, a concern with diversity, with training in values and making the discipline Attractive students.
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Palavras-chave
Escola pública, Organização educativa, Religious teach, Ensino religioso, Public school, Educational organization