Ensino Religioso: um campo de aplicação da Ciência da Religião
The following article represents a synthesis effort on the narrative of Religious Education formation in the Brazilian official documents on Education. Thus, it intends to be a theoretical and pedagogical instrument for understanding this curricular component as a field of Applied Science of Religio...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Portuguese |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2020]
|
| In: |
Horizonte
Year: 2020, Volume: 18, Issue: 55, Pages: 77-105 |
| Standardized Subjects / Keyword chains: | B
Brazil
/ Public school
/ Religious instruction
/ Science of Religion
/ Religious pedagogy
|
| RelBib Classification: | AA Study of religion AH Religious education KBR Latin America |
| Further subjects: | B
Ciência da Religião Aplicada
B Religião e Educação B Ensino Religioso B Subárea de Conhecimento B Componente curricular |
| Online Access: |
Volltext (doi) Volltext (kostenfrei) |
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| 520 | |a The following article represents a synthesis effort on the narrative of Religious Education formation in the Brazilian official documents on Education. Thus, it intends to be a theoretical and pedagogical instrument for understanding this curricular component as a field of Applied Science of Religion. In order to achieve this goal, we divide the text into three parts. In the first part, the possible classifications of Religious Education, which would be the subarea of knowledge of the Science of Religion or the Applied Science of Religion and the curricular component that composes the subjects defined at the Brazilian Elementary School level. In the second part of this article some elements of the official documents are discussed, the Common National Curriculum Base (2017) and the National Curriculum Guidelines for Licenciature of Science in Religion (2018), which guarantee the provision of Religious Education in accordance with the Law and a reflective and secular model of education. At the end, we will present and discuss in the third part some epistemological and methodological assumptions of the Science of Religion that allow the theoretical and practical basis of Religious Education. | ||
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