Os 'dilemas' do professor de ensino religioso nos anos iniciais do ensino fundamental entre a prática pedagógica, a legislação e os sete saberes de Edgar Morin.

• Ano de defesa: 2020
• Autor(a) principal: Santos, Vandecarmen Rodrigues dos
• Orientador(a): Libório, Luiz Alencar
• Banca de defesa: Barbosa, Rubenilda Maria Rosinha, Silva, Drance Elias da
• 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: Dissertações; Lei de diretrizes e bases da educação, 1996; Ensino Religioso Escolar; Prática de ensino - Brasil
• Palavras-chave em Inglês: Dissertations; Education Guidelines and Bases Act, 1996; School Religious Education; Teaching Practice - Brazil
• Área do conhecimento CNPq: CIENCIAS HUMANAS::TEOLOGIA
• Link de acesso: http://tede2.unicap.br:8080/handle/tede/1263

The present dissertation, related to the research line, Campo Religioso Brasileiro, intends to analyze the “dilemmas” of the Religious Education teacher in the early years of Elementary Education, between the pedagogical practice, the Legislation and the Seven Knowledge of Edgar Morin. Historically situating Religious Education in Brazil and in the Municipality of Cabo de Santo Agostinho and the performance of the teacher in accordance with current legislation, developed in the school context in the early years of Elementary Education, ensuring respect for cultural, ethical, religious diversity, contextualizing knowledge in an interdisciplinary view, in basic and citizen education (by LDBEN nº 9.394/96 and its modification in Law nº 9.475 / 1997). Models from different perspectives in the theoretical and methodological process consolidating Religious Education in the school curriculum in an innovative vision of transformation and valorization in the construction of establishing one's own identity. The methodological path was carried out through bibliographic, documentary and qualitative analysis involving the theoretical and historical research of ER. and the dilemmas in the teacher´s teacher training, finally, issues of reflection were raised in the pedagogical practice and the continuity of the pedagogical proposal of Religious Education in order to ensure that the students of the municipal public schools have access to religious knowledge produced by humanity, contributing to respect for diversity in our society.