Políticas e práticas curriculares: formação de professores de ensino religioso

• Autor(a) principal: Caron, Lurdes
• Data de Publicação: 2007
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10018
• topic: Ensino religioso; Formação de professores; Sistema de ensino; Políticas e práticas curriculares; Professores de ensino religioso -- Formacao profissional; Education; Religious studies; Teachers formation; Teaching system; Curricular policies and practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO

In the history of Brazilian Education, there are researches that present different approaches towards teachers formation. However, there is the need of studies about the formation of Religious Studies teachers. Coming from this premise, this research intended to have, as a study object: Curricular Policies and Practices: Formation of the Religious Studies teachers. By the current law, this subject composes the normal schedule of the state school and requires skilled professionals and competence. These conditions impose new requirements to Religious Studies at school and broaden the requirements of the professional that is going to work in the area. The law # 9.475/97 defines that the procedures for admission of Religious Studies Teachers are up to the teaching systems. The decision # 97/99 of the National Education Council transfers the competence of this formation to the teaching systems. The state of Santa Catarina created the Religious Sciences Course Teaching course On Religious Studies by the Magister Program, developed in College Institutions: Universidade Fundação Regional de Blumenau, Universidade da Região de Joinville and Universidade do Sul de Santa Catarina. This research tried to answer to the following research question: Which policies and practices are used in the Religious Studies teachers formation? What are the results achieved? Its greatest objective was to identify and analyze current policies and tendencies of formation of Religious Studies teachers in the history of Brazilian Education; to know the position of teachers and graduates on the Religious Studies course Teaching Course On Religious studies, to identify policies, tendencies and results achieved in the formation of Religious Studies Teachers. The theoretical basis was founded on authors that deal with the methodology, the History, the educational policies and the teachers formation in a general matter. It is a qualitative research that adopted the study case, the documental analysis of interviews, having as subjects: teachers and graduates coming from the so-called course. Part of the 1988 Constitution and the Main Law of National Education in 1996, brings a history perspective to analyze, how the teaching system in Brazilian Education is organized and developed, and in it, the Religious Studies teaching in Brazil as a colony, in the Kingdom and in the Republic. After 1931 and 1934 and subsequent constitutions, it was called Religious Studies and little by little it started to receive a new treatment. Nowadays, it presents a new reading as for the epistemology conception. In order for the Religious Studies to serve, nowadays, to its purposes, public policies are necessary in the teachers formation. Besides that, the research tried to relate the evolution of the Brazilian Teaching System to the teaching formation present in each period of the History of the National Education and of the Sate of Santa Catarina. The study might give its social contribution in the organization of these policies to point to paths to access a continued formation of Religious Studies teachers