A educação integral diante do histórico conflito religiosidade e educação

Abstract

This text is the result of a bibliographical and documental research that discusses Whole Child Education, aimed at the full development of the human being, just as intended by the original purpose of the educational act and as supported by the relevant federal legislation. Thus, understanding that the schools have become the main institutions responsible for the educational process in the modern society, we begin with the assumption that school professionals need to be trained to promote Whole Child Education so that schooling is realized according to this purpose; for this to be attained, schooling should, when developing the educational process, take into account all dimensions that constitute the human condition, among which this work highlights Religiousness. From these assumptions, and in the light of theoretical and methodological references from researchers who conceive education in its ample meaning of integral formation of a person, therefore including religiousness, as well as considering what is established by the relevant Brazilian Curriculum Guidelines (DCNs) to the bachelor‟s degree courses for teachers and pedagogues to teach in primary education, particularly the clauses that discuss “Religious Teaching”, which is recognized by the State not only as a curriculum component in K-12 education but also as a knowledge area, we have analyzed the Political Pedagogical Projects as well as the curricula of bachelor‟s degrees offered in the Federal University of Western Pará (UFOPA), aiming to understand how these courses address topics related to Religiousness. Through this analysis we have concluded that, for the school to have the conditions to offer Whole Child Education, it is necessary for one to not only to preserve the original purpose of education but also turn it into the mobilizing utopia of the education act, resulting in the overcoming of the historical religiousness-education struggle and, considering the lack of elements referring to K-12 “Religious Teaching” in the curricula of the bachelor‟s degrees analyzed, it is also important for one to reflect upon the need to revise those curricula to adjust them to the relevant guidelines.