Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Nascimento, Jany Rosaria Barros
 |
| Orientador(a): |
Aragão, Gilbraz de Souza |
| Banca de defesa: |
Libório, Luiz Alencar,
Voss, Rita de Cássia Ribeiro |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
|
| Programa de Pós-Graduação: |
Mestrado em Ciências da Religião
|
| Departamento: |
Departamento de Pós-Graduação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.unicap.br:8080/handle/tede/1161
|
Resumo: |
Religious education came to Brazil through the Company of Jesus in the first decades of the Colonial Period and since its origin has been the subject of conflicts and debates due to the different pedagogical models adopted throughout the ages. At times, the curricular component was used as an element of unirreligious catechization, alternating to the multi-religious worldview and more recently, based on the postulates of the Sciences of Religion that represents a secular and transreligious worldview. The objective of this work was to recover the trajectory of Religious Education and analyze the training of teachers of the discipline in the municipal education network of Recife from the historical perspective. Concerning the theoretical contributions for compression of religious education we use authors such as. the historical context was guided by Otaíza Romanelli, Dermeval Saviani and Maria das Graças Andrade Ataíde Almeida; Maurice Tardif for teacher training; Louis Althusser to define Ideology and Ideological State Apparatus. Regarding methodological procedures, we used the support of documentary research, bibliography, reference to rare works, official documents and educational legislation. The results achieved considered the trajectory and contribution of the discipline to the formation of citizenship, combating prejudice, intolerance and promoting interreligious dialogue. In addition to proposing alternatives for teacher training in the area, based on the National Curricular and Teaching Policy of Recife. |
