Ensino religioso e/no currículo referência de Minas Gerais: uma análise a partir dos PCNER e da BNCC

Abstract

This work aims to verify whether the Religious Education model provided for in the Reference Curriculum of Minas Gerais is aligned with non-confectional Religious Education that is Cthat is guided by studies in the Science of Religion and is provided for in the National Common Curricular Base. For this purpose, a theoretical-documentary research was carried out in accordance with Davie and Wyatt about in a the proposal prepared for the Minas Gerais curriculum, that is based on the assumptions of the Salesian priest Wolfgang Gruen, inspired by the Protestant pastor Paul Tillich. In this model of Religious Education, the religiosity category is conceived as a human dimension and assumed as an object of study. The importance of the Reference Curriculum of Minas Gerais analysis is due to the fact that, to decolonize Religious Education, attention must be paid to the curriculum as a territory of dispute in the formation of the student's identity. In addition to the Reference Curriculum of Minas Gerais and National Common Curricular Base, the document National Curricular Parameters for Religious Education was analyzed, because it was a curricular component neglected by the National Curricular Parameters for Religious Education, was constructed in parallel to the aforementioned document of national scope. Aiming to meet the demands of society, the curricular component has undergone changes throughout history, presenting itself in confessional, inter-confessional and inter-religious models. If on the one hand there are defenders of Religious Education, on the other hand there are defenders of secularism. At this intersection, there are those who defend Religious Education without religious guardianship in public schools, among which are Rodrigues, Cecchetti, Oliveira, Junqueira and Soares. This research is situated in this field, and it is possible to observe the existence of some orientation of students towards the Search for religiosity, even though the Reference Curriculum of Minas Gerais can guarantee the non-confessionality of the curricular componente. A proposal for critical and reflective Religious Education about the various religions is more appropriate for the student is able to make their own choices. School, as a plural place of thought that everyone should have access to, would be the place par excellence for discussions that involve coexistence in society. For this reason and because they constitute ways of being in the world, the discussion about religions in the school environment is relevant, as long as the approach is carried out by reflective, non-confessional and secular Religious Education.