Percepções e desafios de professores de ensino religioso a partir da base nacional comum curricular: reflexões sobre a didática

• Ano de defesa: 2023
• Autor(a) principal: Damasceno, Sidney Allessandro da Cunha
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Ciência das Religiões; Programa de Pós-Graduação em Ciências das Religiões; UFPB
• Palavras-chave em Português: Formação docente; Didática de ensino religioso; Educação - Como ensinar; Ciências da religião; BNCC; Teacher training; Didactics of religious education; Education - How to teach; Religious studies; Didáctica de la educación religiosa; Formación de frofesores; Ciencias de la religión; CNPQ::CIENCIAS HUMANAS::TEOLOGIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/30916

The proposal for Religious Education (RE) in the National Common Curricular Base (BNCC), notably based on Religious Studies (RS), represents a milestone in the consolidation of the pedagogical and epistemological identity of this curricular component in Basic Education. In this context, this thesis work is about Didactics in RE. When investigating what perceptions and understandings of teachers, who teach in the RE curricular component, emerge about “how to teach” (Didactics) about “The self, the other and the us”, based on Religious Studies and in the BNCC. The defended thesis was that, through the primordiality that emerges from the BNCC, by admitting the complexitie of articulating the teaching-learning processes of each “Object of knowledge”, essentially based on Religious Studies, it is plausible that the unveiling of understanding about the praxis of “how to teach” about “The self, the other and the us”, of teachers who teach in the Religious Education curricular component, by generating references for teacher-training, contribute to the ambit of action of Didactics, in terms of helping the teacher to discern the interrelationships that characterize “how to teach” the respective sets of content, concepts and processes that constitute the “Thematic Units”. The justification for the thesis arises after taking into account the dense training that this teacher needs. By articulating theoretical-scientific knowledge and theoretical-practical knowledge; those from RS and the peculiarities of the pedagogical and didactic dimensions, in the teaching-learning process at different stages of teaching and age groups. Thus, through a field research, with a qualitative focus and descriptive nature, it was developed a study aiming to: analyze the interrelationships between the understandings of teachers who teach in the RE curricular component, regarding the praxis of ‘how to teach’ about “The self, the other and the us”, based on Religious Studies and according to the BNCC. Focusing on the “voice of the teacher”, the presente research analyzed the responses of fourteen teachers from João Pessoa-PB. After observing, verifying and correlating the understandings of the participants, while considering the contributions of Philosophical Hermeneutics. Five main findings came out after the examination of these explanations. That follows: the absence of references on the theoretical foundation in Religious Sciences. The absence of references on the theoretical foundation in Religious Studies. The division between theory and practice in teaching. The problem of dissociation and parallelism between pedagogical knowledge and disciplinary knowledge of Religious Studies. The lack of insight into the fundamental themes of Didactics. It is inferred by highlighting three ways, in which, the findings of this study can contribute to the two aspects of professional training (initial and continuing), in relation to “how to teach”. They are namely: the primary place that Didactics, in Religious Education, needs to assume for the professional practice of teaching and the foundation of “Religious Knowledge”, as well as, the aspects of “how to teach” about “The self, the other and the us”.