Abstract:
This paper examines the potentialities and challenges of an epistemological referral for the Religious Education curricular component in Brazilian public schools. The thesis is divided into three main chapters. The first of them, chapter I, is dedicated to the analysis of the epistemological atypia of Religious Education in comparison with other school curricular components, as well as to the analysis of the political scenario of this curricular component in federal, state (Rio Grande do Sul) and municipal spheres (municipal districts of RS). In the next chapter, we discuss alternatives for pedagogical issues of Religious Education that are often emphasized in the political ground in impairment to an epistemological referral for this curricular component. Considering the need for a pedagogical reflection, the research presents the analysis of two sessions of a focal group, composed of Religious Education teachers employed in public educational systems, officials of the state linked to Religious Education and a researcher in the area. In the last chapter, the work presents a psychological approach, when analyzing the principle of 'contact with diversity', provided by Religious Education, as a valuable resource for the construction of healthy human subjectivities. Still in this last chapter, the thesis brings an ample discussion on civilizational benefits that Religious Education plural and epistemological bases is able to promote.
