RELIGIOUS EDUCATION AT BNCC

THE STUDY OF THE RELIGIOUS PHENOMENON IN THE BRAZILIAN PUBLIC SCHOOL

Abstract

This academic paper analyzes the curriculum of religious education in the National Common Curriculum Base (BNCC), having as theoretical reference, especially, the works of Ivor Goodson in the history of disciplines. For that, we trace a brief history of this discipline in the legislation, especially from the insertion of religious teaching in the Law of Guidelines and Bases of Education of 1996, when the idea of ​​religious teaching as religious knowledge began to be developed until its inclusion in the BNCC, in 2017. Considering this historical trajectory of religious education, we sought to understand how the contents, prescribed practices, the purpose of this school discipline in public schools are structured and how these unveil the conflicts and disputes around the laicity in its introduction into the BNCC . It is argued that the history of the discipline of religious education (1996-2017) is mixed in a non-linear way in the different units of the Federation with the utilitarian and pedagogical objectives of spreading religion and academics of religious knowledge, represented by the various teaching models religious. It is concluded that the religious education curriculum proposed at the BNCC emphasizes the promotion of academic objectives, linking scholars in the scientific field of religious studies  to the school discipline of religious education.