Religião e religiosidade na escola: a fragmentação do humano

Abstract

Brazil is a plural country, peoples, ethnicities, cultures and different religions coexisting in diverse public spaces, being one of these spaces, the school. Understanding religion as a cultural production, it is pointed out that the wide territorial extension of the country and the constant movements of identity production through processes where the subjects are culturally active and are in constant dialogue in, makes religiosity a complex factor that needs to be taken into account by the School, given its importance as an institution of cultural production. This dissertation aims to address the religious issue in school, beyond the debate on Religious Education as a compulsory or optional discipline. Traditionally, we understand the school as the space of scientific knowledge and learning processes, or as we might say - the place to think, thus configuring a very old conflict between science and religion, delimiting specific spaces to address both issues. The research was based on the perspective that the human being is constituted by indivisible dimensions - rationality; affectivity; spirituality - from which he elaborates his worldview and meaning of the world. We analyzed the PCNER - National Curricular Parameters of Religious Education, document proposed by the Permanent National Forum of Religious Education (FONAPER). The goal is to identify and understand in what way religion and religiosity; secularity and non-secularity issues of difference are addressed and worked out in the curriculum text. These and other questions about education, rationality and religion lead us to think of secular school education, discussing its meaning in the context of the secular discourse present in the elaboration and conduction of public policies in the area.