QUESTÕES DIDÁTICAS PARA O ENSINO RELIGIOSO: : UMA REFLEXÃO A PARTIR DA BNCC
This article proposes to think about the educational practice of Religious Education teachers. For that, it is guided by the formulations and proposals contained in the Common National Curricular Base (BNCC) also considering, the reflections and proposals of the permanent National Forum of Religious...
| Published in: | Numen |
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| Main Author: | |
| Format: | Electronic Article |
| Language: | Portuguese |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
UFJF
2022
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| In: |
Numen
Year: 2022, Volume: 25, Issue: 2, Pages: 261-275 |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | This article proposes to think about the educational practice of Religious Education teachers. For that, it is guided by the formulations and proposals contained in the Common National Curricular Base (BNCC) also considering, the reflections and proposals of the permanent National Forum of Religious Education (FONAPER) that has long been contributing to the overcoming of a model of RE historically confessional and proselytizing. Thinking about this "way of happening" of the ER in public and secular schools require dealing not only with the didactic issues related to this discipline but also with adequate training of teachers. Thus, the ER becomes the instrument to overcome intolerance, to result in democratic knowledge, based on listening and dialogue with those who have a different belief. For this, the teacher develops in the students the capacity for active assimilation, in such a way, that in addition to perception, understanding and reflection, students can intervene in the social environment. |
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| ISSN: | 2236-6296 |
| Contains: | Enthalten in: Numen
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| Persistent identifiers: | DOI: 10.34019/2236-6296.2022.v25.36961 |