| Full text | |
| Author(s): |
Paula Montero
[1]
Total Authors: 1
|
| Affiliation: | [1] Universidade de São Paulo - Brasil
Total Affiliations: 1
|
| Document type: | Journal article |
| Source: | Horiz. antropol.; v. 29, n. 65 2023-03-27. |
| Abstract | |
Abstract This article examines how a pluralistic democracy re-signified and incorporated its values into Religious Education in public schools. Paraná’s experience will be taken as a case study. It is considered a reference for its approach to religious diversity. Although an interreligious association drew up its guidelines, this teaching is considered a non-denominational teaching format. We will examine the guidelines proposed for this discipline in the document Principles, rights and Parana curricular guidelines, of 2018 and published in 2020, the 2017 guidelines of the National Common Curricular Base, and testimonials from members of the interfaith association who collaborated in its writing. We will demonstrate that the inclusion of this subject in the elementary school curriculum in 2017 consolidated a historic transformation of its status, content, and objectives, which began in previous decades. This article aims to examine the terms of this integration, apprehend its articulations with other school subjects, and map its intrinsic values. (AU) | |
| FAPESP's process: | 21/14038-6 - Religious pluralism and diversities in post-constituent Brazil |
| Grantee: | Paula Montero |
| Support Opportunities: | Research Projects - Thematic Grants |