O ensino religioso nos anos iniciais do ensino fundamental

Abstract

Religious Education in Brazil went through several phases. In the past, the Catholic Church has very strong milestones in the educational process and Religion classes were almost exclusively focused on it. After Law 9475/97, Religious Education in public schools lost its confessional character. The new teaching model becomes macro ecumenical, pluralist, interreligious and non-proselytizing, a reflection of the state's secularity. On the other hand, although the National Guidelines for the Undergraduate Course in Pedagogy define objectives and principles of the Course, it does not show the contribution that Religious Education can have in fulfilling these objectives and most Universities do not adequately contemplate Religious Education in their curriculum. The study, carried out through a bibliographic search, appears with the objective of investigating the challenges and perspectives of Religious Education in the Early Years of Elementary School. It was concluded that Religious Education in Elementary School faces many challenges, starting with the lack of theoretical knowledge and a proposal for school work, which means that the teacher, even without being prepared, has to assume a front posture to content for which it was not prepared. Religious Education is fundamental, as it is part of the knowledge that contributes to the formation of citizens. For these reasons, it is understood that he cannot be marginalized at school, starting with the initial training of pedagogues. Qualifying Pedagogy courses in Brazil is essential, as it is from the lack of qualification that the main challenges involving religious education arise.