O ensino religioso na escola pública brasileira: modulações da laicidade (1996-2018)
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Data
2021-12-09
Autores
Gonzalez, Keila Patricia
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo tem o objetivo de analisar historicamente as controvérsias da laicidade na escola pública brasileira laica, por meio da regulamentação da disciplina escolar de ensino religioso no período de 1996 a 2018, portadora da problemática da religião no espaço público em um Estado laico, a qual perpassa os campos educacional, religioso, político e jurídico. A pesquisa situa-se no contexto da história da educação e ancora-se em aportes teóricos da história das disciplinas e da teoria dos campos de Pierre Bourdieu para compreender como se estruturam os conteúdos, as práticas prescritas, a finalidade e a profissionalização dos professores da disciplina escolar de ensino religioso na escola pública, desvelando os conflitos e as disputas em torno da laicidade estatal. Para a realização da pesquisa, foram utilizadas as seguintes fontes históricas: legislação e normatização pedagógica sobre o ensino religioso; documentos judiciais na esfera federal sobre a disputa do modelo de ensino religioso (confessional ou não confessional) a ser implantado na escola pública; as produções do Fórum Nacional Permanente do Ensino Religioso e os documentos oficiais da Base Nacional Comum Curricular disponibilizados pelo Ministério da Educação, Diretrizes Curriculares para o curso de Ciências da Religião. A tese defendida é a de que a disciplina de ensino religioso, legitimada pelo ordenamento jurídico brasileiro (ensino religioso confessional e interconfessional), e mesmo regulamentada pelo Ministério da Educação como ensino religioso não confessional – epistemologicamente autônomo da religião e legitimada pela ciência –, evidencia, por meio da análise de sua regulamentação, como a presença da religião na sociedade brasileira, especificamente na escola pública, está relacionada com dispositivos legais, apesar ou por causa da laicidade, para legitimar diretamente ou por meio da regulação indireta os interesses das religiões cristãs, especialmente da Igreja Católica nesse espaço.
The present study aims to historically analyze the controversies of laicity related to the secular Brazilian public schools through the regulation of the school discipline of religious education in the period from 1996 to 2018, in which it is possible to notice a religion problem in the public space in a secular State, which pervades the educational, religious, political and legal fields. The research is situated in the context of the education history and is anchored in theoretical contributions from the history of disciplines and the theory of fields by Pierre Bourdieu to understand how the contents, prescribed practices, purpose and professionalization of teachers at school discipline of religious education in public schools, revealing conflicts and disputes around state secularism. In order to carry out the research, the following historical sources were used: legislation and pedagogical standards on religious teaching; court documents at the federal level on the dispute over the religious teaching model (confessional or supra-confessional) to be implemented in public schools; productions of the Permanent National Forum on Religious Education and the official documents regarding the Common Core State Standards made available by the Ministry of Education, Curriculum Guidelines for the Religious Science course. The thesis defended is that the discipline of religious teaching, legitimized by the Brazilian legal system (confessional or nonconfessional), and even regulated by the Ministry of Education as non-confessional religious teaching – epistemologically autonomous from religion and legitimated by science –, brings evidence, through the analysis of its regulation, as of religion presence in Brazilian society, specifically in public schools, is related to legal provisions, despite or because of laicity, to legitimize directly or through indirect regulation the interests of Christian religion, especially of the Catholic Church in such space.
The present study aims to historically analyze the controversies of laicity related to the secular Brazilian public schools through the regulation of the school discipline of religious education in the period from 1996 to 2018, in which it is possible to notice a religion problem in the public space in a secular State, which pervades the educational, religious, political and legal fields. The research is situated in the context of the education history and is anchored in theoretical contributions from the history of disciplines and the theory of fields by Pierre Bourdieu to understand how the contents, prescribed practices, purpose and professionalization of teachers at school discipline of religious education in public schools, revealing conflicts and disputes around state secularism. In order to carry out the research, the following historical sources were used: legislation and pedagogical standards on religious teaching; court documents at the federal level on the dispute over the religious teaching model (confessional or supra-confessional) to be implemented in public schools; productions of the Permanent National Forum on Religious Education and the official documents regarding the Common Core State Standards made available by the Ministry of Education, Curriculum Guidelines for the Religious Science course. The thesis defended is that the discipline of religious teaching, legitimized by the Brazilian legal system (confessional or nonconfessional), and even regulated by the Ministry of Education as non-confessional religious teaching – epistemologically autonomous from religion and legitimated by science –, brings evidence, through the analysis of its regulation, as of religion presence in Brazilian society, specifically in public schools, is related to legal provisions, despite or because of laicity, to legitimize directly or through indirect regulation the interests of Christian religion, especially of the Catholic Church in such space.
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Palavras-chave
Educação, Ensino religioso, Escolas públicas, Laicidade, Ciências da religião, Religious education, Laicity, Sciences of religion, Public school