Educação e religião: embates pelo ensino religioso na proposta da LDB 4.024/61
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2023-06-26
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta tese, apresentam-se resultados da pesquisa de doutorado que visou compreender as questões em torno do Ensino Religioso nos embates ocorridos exatamente no período de transição entre a Primeira e a Segunda República, partindo da Revolução de 1930, até a promulgação da primeira Lei de Diretrizes e Bases da Educação Nacional de 1961, a LDB 4024/61, mediante seus processos de constituição motivados por interesses diversos. Estes consequentes embates ocorreram entre os que eram favoráveis à permanência do Ensino Religioso na escola brasileira e os que defendiam uma educação laica e democrática. Ao abordarmos este problema, identificamos interesses econômicos e políticos diversos, opiniões, discussões e tendências no que se refere à própria realidade e a necessidade dos educandos de um sistema educacional que fosse realmente consistente, forte e transformador. Consideramos este tema das discussões acerca da elaboração da LDB um assunto pertinente e de interesse para a compreensão da história da própria educação brasileira, fazendo-se necessário um aprofundamento adequado sobre ele, a fim de contribuirmos para o esclarecimento em torno da presença do fenômeno religioso, do discurso sobre Deus e da experiência cultural-religiosa de um povo, pois marca desde as suas origens, a educação brasileira. Deste modo, nosso intento assenta-se na observação dos vínculos existentes entre educação e doutrina religiosa e em que medida os embates ocorridos e as consequentes reformas promovidas, sobretudo a Lei de Diretrizes e Bases da Educação Brasileira de 1961 deram conta de abarcar a problemática apontada. Como referencial teórico, nos servimos dos conceitos epistemológicos de Pierre Bourdieu e Michel de Certeau, para compreendermos a noção de campo religioso, táticas e estratégias no âmbito das ideologias religiosas relacionadas com a esfera educacional. Inseridos no campo da História da Educação, metodologicamente, adotamos a análise crítico-descritiva de fontes primárias e secundárias, objetivando como resultado, compreender como as disputas religiosas pela hegemonia do campo educacional estiveram presentes e ainda estão muito enraizadas em nossa realidade sócio-político-educacional e cultural brasileira. Com base nos estudos realizados, constatamos não só o emprego de diversas táticas para a busca da referida hegemonia, mas também a apropriação de ações educativas, pedagogias adotadas por determinados grupos, influenciados por intelectuais de outros países, para a efetivação de mudanças e atualização na realidade educacional brasileira.
In this thesis, results of doctoral research are presented, which aimed to understand the issues surrounding Religious Education in the clashes until and during the elaboration of the first Law of Guidelines and Bases of National Education - Law 4.024/61-, through its constitution processes motivated by diverse interests. These consequent clashes occurred between those who were favorable to the permanence of Religious Education in the Brazilian school and those who advocated a secular and democratic education. As we address this problem, we identify diverse economic and political interests, opinions, discussions and trends with regard to the reality itself and the need for students of an educational system that was really consistent, strong and transformative. We consider this theme of the discussions about the elaboration of the LDB a delicate and complex subject, but at the same time, pertinent and of interest to the understanding of the history of Brazilian education itself, making it necessary an adequate deepening on it, In order to contribute to the clarification around the presence of the religious phenomenon, the discourse about God and the cultural-religious experience of a people, therefore it marks since its origins, the Brazilian education. Thus, our intention is based on the observation of the links between education and religious doctrine and to what extent the clashes occurred and the consequent reforms promoted, Especially the Law of Guidelines and Bases of the Brazilian Education of 1961 gave account of covering the problem pointed out. As a theoretical reference, we will use the epistemological concepts of Pierre Bourdieu and Michel de Certeau, to understand the notion of religious field and strategies in the context of religious ideologies related to the educational sphere. Inserted in the field of History of Education, methodologically, we will adopt the critical-descriptive analysis of primary and secondary sources, aiming as a result, to understand how the religious disputes by the hegemony of the educational field. Based on the studies carried out, we found not only the use of different tactics for the search for said hegemony, but also the appropriation of educational actions, pedagogies adopted by certain groups, influenced by intellectuals from other countries, for the effectuation of changes and updating in the Brazilian educational reality.
In this thesis, results of doctoral research are presented, which aimed to understand the issues surrounding Religious Education in the clashes until and during the elaboration of the first Law of Guidelines and Bases of National Education - Law 4.024/61-, through its constitution processes motivated by diverse interests. These consequent clashes occurred between those who were favorable to the permanence of Religious Education in the Brazilian school and those who advocated a secular and democratic education. As we address this problem, we identify diverse economic and political interests, opinions, discussions and trends with regard to the reality itself and the need for students of an educational system that was really consistent, strong and transformative. We consider this theme of the discussions about the elaboration of the LDB a delicate and complex subject, but at the same time, pertinent and of interest to the understanding of the history of Brazilian education itself, making it necessary an adequate deepening on it, In order to contribute to the clarification around the presence of the religious phenomenon, the discourse about God and the cultural-religious experience of a people, therefore it marks since its origins, the Brazilian education. Thus, our intention is based on the observation of the links between education and religious doctrine and to what extent the clashes occurred and the consequent reforms promoted, Especially the Law of Guidelines and Bases of the Brazilian Education of 1961 gave account of covering the problem pointed out. As a theoretical reference, we will use the epistemological concepts of Pierre Bourdieu and Michel de Certeau, to understand the notion of religious field and strategies in the context of religious ideologies related to the educational sphere. Inserted in the field of History of Education, methodologically, we will adopt the critical-descriptive analysis of primary and secondary sources, aiming as a result, to understand how the religious disputes by the hegemony of the educational field. Based on the studies carried out, we found not only the use of different tactics for the search for said hegemony, but also the appropriation of educational actions, pedagogies adopted by certain groups, influenced by intellectuals from other countries, for the effectuation of changes and updating in the Brazilian educational reality.
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Palavras-chave
Educação, História da educação no Brasil, Igreja e educação, Ensino religioso, Educação laica, Education, History of education in Brazil, Church and education, Religious education, Secular education
Como citar
SANTOS, Danilo Nobre dos. Educação e religião: embates pelo ensino religioso na proposta da LDB 4.024/61. 2023. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2023.