CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | UNINGÁ Review |
Texto Completo: | https://revista.uninga.br/uningareviews/article/view/2307 |
Resumo: | The Brazilian society is constituted by a great cultural miscegenation. During the historical process, ethnic groups such as Indians, Portuguese, Africans, and the arrival of immigrants (non-blacks) in the twentieth century contributed to the formation of Brazilian society. This article aims to identify the participation of the Religious Education (RE) discipline of public schools in Paraná and what contributions in the presentation of new religious cultures. It is intended, from the theories on literacy and education, to show the importance of a teaching that not only accepts, but also to value the social practices of language usage that these plural individuals bring to the classroom. Faced with the recognition of these multiple literacies, it is intended to contribute to the reduction of intolerance and religious extremism, aiming to apply the concept of critical literacy, in which meanings are co-constructed and shared between teacher and student. |
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CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTERDIVERSIDADE CULTURAL NO ENSINO RELIGIOSO NAS ESCOLAS PÚBLICAS DO PARANÁ: UM OLHAR PARA O LETRAMENTO CRÍTICO: UM OLHAR PARA O LETRAMENTO CRÍTICOEnsino Religioso.Cultura Afro-brasileira.Múltiplos letramentos.EducaçãoReligious Education.Afro-Brazilian Culture.Multiple literacy.The Brazilian society is constituted by a great cultural miscegenation. During the historical process, ethnic groups such as Indians, Portuguese, Africans, and the arrival of immigrants (non-blacks) in the twentieth century contributed to the formation of Brazilian society. This article aims to identify the participation of the Religious Education (RE) discipline of public schools in Paraná and what contributions in the presentation of new religious cultures. It is intended, from the theories on literacy and education, to show the importance of a teaching that not only accepts, but also to value the social practices of language usage that these plural individuals bring to the classroom. Faced with the recognition of these multiple literacies, it is intended to contribute to the reduction of intolerance and religious extremism, aiming to apply the concept of critical literacy, in which meanings are co-constructed and shared between teacher and student.A sociedade brasileira é constituída por uma grande miscigenação cultural. Durante o processo histórico grupos étnicos como índios, portugueses, africanos e já no século XX a chegada massiva de imigrantes (não negros), contribuíram para a formação da sociedade brasileira. Este artigo tem como objetivo identificar qual a participação da disciplina de Ensino Religioso (ER) das escolas públicas do Paraná e quais contribuições na apresentação de novas culturas religiosas. Pretende-se, a partir das teorias sobre letramento e educação, mostrar a importância de um ensino que não apenas aceite, mas valorize as práticas sociais de uso da linguagem que esses indivíduos plurais trazem para a sala de aula. Diante do reconhecimento desses múltiplos letramentos, pretende-se contribuir para a diminuição da intolerância e extremismo religioso, almejando aplicar o conceito de letramento crítico, no qual os significados sejam co-construídos e compartilhados entre professor e aluno.Editora Uningá2018-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoapplication/pdfhttps://revista.uninga.br/uningareviews/article/view/2307Uningá Review ; Vol. 33 No. 2 (2018): REVISTA UNINGÁ REVIEW; 45 - 53Uningá Review Journal; v. 33 n. 2 (2018): REVISTA UNINGÁ REVIEW; 45 - 532178-2571reponame:UNINGÁ Reviewinstname:Centro Universitário Uningáinstacron:UNINGAporhttps://revista.uninga.br/uningareviews/article/view/2307/1714Copyright (c) 2018 REVISTA UNINGÁ REVIEWinfo:eu-repo/semantics/openAccessBISCONCIM, LETICIA TONIETE IZEPPEJORGE, WELINGTON JUNIORROSSINI, TAYZA CRISTINA NOGUEIRA2019-10-09T21:37:25Zoai:ojs.revista.uninga.br:article/2307Revistahttps://revista.uninga.br/uningareviews/indexPUBhttps://revista.uninga.br/uningareviews/oairevistauningareview@uninga.edu.br || sec.revistas@uninga.edu.br2178-25712178-2571opendoar:2019-10-09T21:37:25UNINGÁ Review - Centro Universitário Uningáfalse |
dc.title.none.fl_str_mv |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER DIVERSIDADE CULTURAL NO ENSINO RELIGIOSO NAS ESCOLAS PÚBLICAS DO PARANÁ: UM OLHAR PARA O LETRAMENTO CRÍTICO: UM OLHAR PARA O LETRAMENTO CRÍTICO |
title |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER |
spellingShingle |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER BISCONCIM, LETICIA TONIETE IZEPPE Ensino Religioso. Cultura Afro-brasileira. Múltiplos letramentos. Educação Religious Education. Afro-Brazilian Culture. Multiple literacy. |
title_short |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER |
title_full |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER |
title_fullStr |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER |
title_full_unstemmed |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER |
title_sort |
CULTURAL DIVERSITY IN RELIGIOUS EDUCATION IN THE PUBLIC SCHOOLS OF PARANÁ: A LOOK AT THE CRITICAL LETTER: A LOOK AT THE CRITICAL LETTER |
author |
BISCONCIM, LETICIA TONIETE IZEPPE |
author_facet |
BISCONCIM, LETICIA TONIETE IZEPPE JORGE, WELINGTON JUNIOR ROSSINI, TAYZA CRISTINA NOGUEIRA |
author_role |
author |
author2 |
JORGE, WELINGTON JUNIOR ROSSINI, TAYZA CRISTINA NOGUEIRA |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
BISCONCIM, LETICIA TONIETE IZEPPE JORGE, WELINGTON JUNIOR ROSSINI, TAYZA CRISTINA NOGUEIRA |
dc.subject.por.fl_str_mv |
Ensino Religioso. Cultura Afro-brasileira. Múltiplos letramentos. Educação Religious Education. Afro-Brazilian Culture. Multiple literacy. |
topic |
Ensino Religioso. Cultura Afro-brasileira. Múltiplos letramentos. Educação Religious Education. Afro-Brazilian Culture. Multiple literacy. |
description |
The Brazilian society is constituted by a great cultural miscegenation. During the historical process, ethnic groups such as Indians, Portuguese, Africans, and the arrival of immigrants (non-blacks) in the twentieth century contributed to the formation of Brazilian society. This article aims to identify the participation of the Religious Education (RE) discipline of public schools in Paraná and what contributions in the presentation of new religious cultures. It is intended, from the theories on literacy and education, to show the importance of a teaching that not only accepts, but also to value the social practices of language usage that these plural individuals bring to the classroom. Faced with the recognition of these multiple literacies, it is intended to contribute to the reduction of intolerance and religious extremism, aiming to apply the concept of critical literacy, in which meanings are co-constructed and shared between teacher and student. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-06-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revista.uninga.br/uningareviews/article/view/2307 |
url |
https://revista.uninga.br/uningareviews/article/view/2307 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revista.uninga.br/uningareviews/article/view/2307/1714 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 REVISTA UNINGÁ REVIEW info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 REVISTA UNINGÁ REVIEW |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Uningá |
publisher.none.fl_str_mv |
Editora Uningá |
dc.source.none.fl_str_mv |
Uningá Review ; Vol. 33 No. 2 (2018): REVISTA UNINGÁ REVIEW; 45 - 53 Uningá Review Journal; v. 33 n. 2 (2018): REVISTA UNINGÁ REVIEW; 45 - 53 2178-2571 reponame:UNINGÁ Review instname:Centro Universitário Uningá instacron:UNINGA |
instname_str |
Centro Universitário Uningá |
instacron_str |
UNINGA |
institution |
UNINGA |
reponame_str |
UNINGÁ Review |
collection |
UNINGÁ Review |
repository.name.fl_str_mv |
UNINGÁ Review - Centro Universitário Uningá |
repository.mail.fl_str_mv |
revistauningareview@uninga.edu.br || sec.revistas@uninga.edu.br |
_version_ |
1797042215056310272 |