A contribuição da ação pedagógica da disciplina de didática do Ensino Religioso no curso normal

Abstract

According to the Brazilian Federal Constitution, Religious Education must be present in the curriculum of elementary education. In some State Constitutions, as in the case of Rio Grande do Sul, their offer is also assured in high school. In order to work in basic education, the training of teachers takes place through a higher education degree or full degree, however, to work in the first four grades of elementary education, the minimum training is teaching, offered in the normal mode. The didactic discipline of Religious Teaching has great relevance in the preparation of future teachers, however many times its practices are confused with those of the discipline of Religious Teaching. In contrast, the Religious Education teaching discipline has the role of providing relevant situations between theory and practice, between the competence of learning and knowing how to do. In this context, the present work aims to investigate to what extent the pedagogical action of the didactic discipline of religious education contributes to the citizen formation of students in the normal course. The study seeks, through a bibliographic search, to know the development of Religious Education throughout history, to identify the particularities of the State of Rio Grande do Sul in relation to Religious Education in public schools; and to identify the contributions of the didactic discipline of religious education in the training of students in the normal course. At the end of the study, it was concluded that the didactic discipline of Religious Education assists in the process of reframing their experiences, dispelling their prejudices and thus contributing to the fulfillment of the current LDB proposal, ensuring respect for the cultural and religious diversity of Brazil.