O ensino religioso e a religiosidade de matriz africana na educação paranaense

Abstract

This study addresses the subject of Religious Education, with a special focusonAfrican Matrix Religiosity, involving the analysis and understanding of Afro-Braziliantraditions such as Candomblé and Umbanda. In this context, the researchfocusesonbibliographic analysis based on legal documents such as the National EducationGuidelines and Framework Law (LDB), the National Curricular GuidelinesforEducation on Ethnic-Racial Relations (DCNERER), State Curricular Guidelines(DCE), and the State Curriculum of the Paraná Network (CREP), especiallyLaw10.639/03. This law establishes the mandatory teaching of Afro-BrazilianHistoryandCulture in the official school curriculum, aiming to recognize andvaluethecontributions of Black populations in the formation of Brazilian society, aswell ascombating racism and promoting racial equality within theschool environment.Historically, religious education in Brazil shifted fromaChristian-dogmatic model to a more secular and inclusive perspective, markedbytheseparation of Church and State. This evolution reflects the need to adapt educationto the religious and cultural plurality of the country, respecting secularitywithoutexcluding religions from the public space. Thus, the research problemarises: Howdoes Religious Education address African Matrix Sacred Traditions in thecontext ofsecularity in education?To answer this question, the general objective of theresearchis to understand the presence of African Matrix Sacred Traditions in theReligiousEducation of the State Education Network of Paraná, in the context of secularityineducation. The specific objectives are: Understanding the trajectory of ReligiousEducation in Brazilian Education, in the context of secularity; examiningtheintroduction of African Matrix Sacred Traditions, their representativeness, andinfluence on Paraná's education; presenting and discussing the subject of ReligiousEducation in the State Education Network of Paraná based on the StateCurriculumof the Paraná Network (CREP).The study also presents a brief historical development of religious education in Brazil. The initial chapter offers anoverviewofthe evolution of educational practices related to religion, highlightingthetransformation from a teaching dominated by Christian doctrine to a moreinclusiveand secular model. The study explores the early history of religious educationinBrazil, starting from the Portuguese colonization period, when the Catholicreligionhad a significant influence on education, with schools predominantly managedbyreligious orders. Furthermore, the study examines the progressiveseparationbetween Church and State in the educational field, culminating in the implementationof secularity in Brazilian education. The introduction of the concept of secularitybrought new perspectives, making religious education an optional, non-dogmaticcomponent, aligned with the principles of plurality and respect for religiousdiversity.Finally, the study discusses the role of religious education as an integral part of thecurrent school curriculum in Brazil, emphasizing the balance between secularityandrespect for the various religious traditions present in Brazilian society. Theimplications of this model for civic formation and the promotion of religioustolerancein schools are analyzed