Ensino religioso e currículo: sentidos, implicações e ressignificações nos cursos de ciência(s) da(s) religião(ões)

• Ano de defesa: 2020
• Autor(a) principal: Santos, Mirinalda Alves Rodrigues dos
• 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: Ensino Religioso; Currículo; Ciência(s) da(s) Religião(ões); Formação; Religious Education; Curricula; Science of Religion; Formation; CNPQ::CIENCIAS HUMANAS::TEOLOGIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/20286

This thesis aims to analyze the meanings of Religious Education in the curricula of Undergraduate and Postgraduate courses in Science of Religion. The theoretical fields that support the research correspond to the dialectic between Religious Education - Curriculum - Science of Religion. The research has qualitative methodological approaches, making bibliographical and documentary interlocutions with an exploratory and explanatory design. Empirical data collection uses semi-structured interviews conducted with the Undergraduate and Graduate coordinators of the Science of Religion courses. The analysis of the data collected was based in the method of Laurence Bardin (2016). For this method, the classificatory technique chosen was the categorization process (categorial analysis). The empirical material was organized into three categories: Curriculum, Religious Education and Religious Diversity. This analytical movement raises questions about the field of Religious Education and its relationship with the area of Science of Religion, corroborating the discussions of curricula concerned with knowledge, and the respect for cultural, religious as well as non-religious diversity. In view of the analyzed data, it is stated that the curricular components made available in the Science of Religion courses are insufficient to try to meet the needs of everyday school life, which requires non-proselytized and non-denominational educational practices in regard with the understanding of secular teaching in schools. We perceived the need for Undergraduate and Postgraduate courses in Science of Religion to pedagogical practices that reflect the understanding of the educational function of universities and colleges, contributing to the commitment that these institutions have to promote and offer courses that dialogue with the school community. Therefore, it is argued in the thesis that the area of Science of Religion needs to rethink and reframe their curricula with regard to Religious Education in order to recognize it as a necessary field of action for the construction of initial and continuing education in this academic area.