Revisitando a perspectiva dos professores do ensino religioso em sala de aula

Abstract

When we go on a four-year journey in search of knowledge and answers, we perceive an ontological inquiry in our living, we find it again at the dawn of this Degree in Sciences of Religion and once again it is in front of us in a recurring way: “Men they know little about themselves, ... they ask, they answer and their answers lead them to new questions. ” (1) (FREIRE, 2019, p.39). We are not exactly concerned with the regulation and normatization of schooling for Religious Education in public and denominational schools, this is also important and open to questioning. In fact, the ideological clash over the treatment of the religious aspect in schooling has followed the educational history of our country. Our concern was the dialectic established between the human being teacher and his holistic view of the religious world and his becoming to live in a peaceful and pacifying way with the religious otherness that makes up his universe of work. What is the burden that involves the ability to be open to dialogicity in a field as intimate as personal faith in the multi-religious school environment without falsehood, negationism or catechetical cooptation? How to reconcile: “Religious Education through professionals who work in this area no longer with theological assumptions, but with pedagogical assumptions” (2) (JUNQUEIRA, 2002, p. 43. We aim to revisit the perspective of religious education teachers in the classroom We conclude that the religion that can be considered as flowing from the sources of "religare", reconnect with the transcendent.