Ensino Religioso em contexto democrático: debate nas escolas públicas contemporâneas
This article aims to examine the contemporary presence of religions in the Brazilian public space, having as its axis of debate in this process the Religious Teaching. In this aspect, it is in dialogue with the secular dimension of educational establishments, specifically public, questioning the rel...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Portugiesisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[publisher not identified]
[2020]
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| In: |
Horizonte
Jahr: 2020, Band: 18, Heft: 55, Seiten: 15-32 |
| normierte Schlagwort(-folgen): | B
Brasilien
/ Öffentlicher Raum
/ Religion
/ Demokratie
/ Religionspädagogik
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| IxTheo Notationen: | AD Religionssoziologie; Religionspolitik AH Religionspädagogik KBR Lateinamerika RF Christliche Religionspädagogik; Katechetik |
| weitere Schlagwörter: | B
Democracia
B Escola Pública B Sociedade B Ensino Religioso B Cultura |
| Online Zugang: |
Volltext (doi) Volltext (kostenfrei) |
| Zusammenfassung: | This article aims to examine the contemporary presence of religions in the Brazilian public space, having as its axis of debate in this process the Religious Teaching. In this aspect, it is in dialogue with the secular dimension of educational establishments, specifically public, questioning the relevance or not of the discipline in question in them and emphasizes, along the way, reflections that can broaden this discussion, especially with the curriculum. Thus, it is assumed that the current Religious Teaching curriculum advocates the sociability of the discipline as it suggests that it promotes the development of teaching-learning mechanisms in which the human being turns to the memory of his own culture, returning, consequently, his search for the understanding of symbolic and diversified foundations that are present in this. It is understood that the Religious Teaching requests integrated action inside and outside the school environment, with an interdisciplinary proposal involved by the relationship between religion, science, culture and society. |
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| ISSN: | 2175-5841 |
| Enthält: | Enthalten in: Horizonte
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| Persistent identifiers: | DOI: 10.5752/P.2175-5841.2020v18n55p15 |