Desafios do contexto histórico-legislativo da formação do professor do ensino religioso no Brasil
Miniatura indisponível
Data
2007
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Editora
Edições Universitárias Lusófonas
Resumo
A disciplina de Ensino Religioso, ampliada pela “Educação Religiosa” como área de conhecimento, aos poucos vai tomando o seu espaço no currículo escolar. O debate para uma formação inicial e continuada tem considerado as urgências e necessidades dos novos tempos. Entretanto, não basta que pareceres e resoluções simplesmente estabeleçam as Diretrizes Curriculares para o Ensino Fundamental, incluindo uma área de conhecimento qualificada como Educação Religiosa. Há de se buscar um maiora profundamento dos elementos integrantes de sua natureza e o conseqüente tratamento metodológico a ser-lhe dispensado nessa nova condição. Isto não será possível,sem que se leve em conta a formação de profissionais capacitados a compreender a natureza da disciplina e desenvolver as habilidades e competências para um desempenho como profissionais da educação. Por isso, esse artigo levanta algumas questões histórico-legislativas no intuito de perceber como se dá o processo de inclusão desse profissional no sistema de ensino, com a justa garantia de seus direitos, como acontece com os demais professores que atuam nas outras áreas do currículo.
The course on Religious Teaching amplified by “Religious Education”, as an area for the acquisition of knowledge, has been slowly regaining its place in the school curriculum. The debate towards an initial and continued education has taken into account the urgencies and needs of modern times. Meanwhile, it is not enough that opinions and resolutions should suffice to establish Curricular Guidelines towards a Fundamental Teaching, including the area of knowledge designated as Religious Education. One has to deepen the integrative elements of its nature and its consequent methodological treatment under that new condition. This will not be possible if we do not take into account the education of professionals able to understand the nature of the course, and also able to develop the skills and competences as far as their teaching performances are concerned. That is the reason why this article raises some historical and legislative questions, aiming at understanding how the inclusion of professional teachers of religion in a teaching setting does occur, together with a just guaranty of their rights, similar to the ones enjoyed by teachers of different curricular areas.
The course on Religious Teaching amplified by “Religious Education”, as an area for the acquisition of knowledge, has been slowly regaining its place in the school curriculum. The debate towards an initial and continued education has taken into account the urgencies and needs of modern times. Meanwhile, it is not enough that opinions and resolutions should suffice to establish Curricular Guidelines towards a Fundamental Teaching, including the area of knowledge designated as Religious Education. One has to deepen the integrative elements of its nature and its consequent methodological treatment under that new condition. This will not be possible if we do not take into account the education of professionals able to understand the nature of the course, and also able to develop the skills and competences as far as their teaching performances are concerned. That is the reason why this article raises some historical and legislative questions, aiming at understanding how the inclusion of professional teachers of religion in a teaching setting does occur, together with a just guaranty of their rights, similar to the ones enjoyed by teachers of different curricular areas.
Descrição
Revista Lusófona de Ciência das Religiões
Palavras-chave
RELIGIÃO, RELIGION, EDUCAÇÃO RELIGIOSA, RELIGIOUS EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, BRASIL, BRAZIL