Ensino religioso, protagonismo juvenil e novo ensino médio: diálogo e articulação

Abstract

The presence of Religious Education as a discipline of compulsory offered in the public schools of Brazil has always been the subject of strife, fierce debates and discussions about the importance, or not, of dealing with religious issues in public education, secular by constitutional principle. With the publication of the Law of Guidelines and Bases of National Education (LDB) in 1996, new perspectives were opened in relation to the presence of Religious Education in the curriculum of the basic education, since the integral formation of the student is one of the purposes of school education. In Rio Grande do Sul, Religious Education is part of the high school curriculum, as a constitutional rule. With the innovations implemented in high school from Law 13.415/2017, a new curriculum, with a new format that considers the juvenile protagonism in the construction of formative itineraries and a life project that contemplates their identities, begins to be built. And what is the locus of Religious Education in this new curriculum? What is its articulation with identity and juvenile protagonism? Let us think that the religious has been part of the daily life of the human being since the dawn of humanity. Is it possible to dispense this knowledge when it is being proposed an integral education that favors autonomy and protagonism?