Epistemologia da controvérsia para o ensino religioso: aprendendo e ensinando na diferença, fundamentados no pensamento de Franz Rosenzweig

• Ano de defesa: 2008
• Autor(a) principal: Cândido, Viviane Cristina
• Orientador(a): Ponde, Luiz Felipe
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Ciência da Religião
• Departamento: Ciências da Religião
• País: BR
• Palavras-chave em Português: Instituição religiosa; Epistemologia; Filosofia da religião; Rosenzweig, Franz > 1886-1929 > Critica e interpretacao; Ensino religioso; Experiencia (Religiao)
• Palavras-chave em Inglês: Religious teaching; Epistemology; Religious institution; Religious experience; Philosophy of the religion
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::TEOLOGIA
• Link de acesso: https://tede2.pucsp.br/handle/handle/2092

Objective: To propose an epistemology which establishes this subject, entailed to Religion Sciences, as an outside area, capable to offer theorical indication to the educational practice, considering the common object of study religion. Justification: Religious Teaching is an integrant part of the curriculum of basic education schools. Established as a knowledgement area, its pedagogical practice is a bearing of indefiniteness and ambiguousness related to its nature and purpose, as a result of the lack of specific theorical indications of the religious study field. Hypothesis: Religious Teaching finality is to enable to scholars an enlargement of their world view trough a biggest comprehension of religious issues, from a religion study which contributes to the comprehension and experience of the authentically human; the tension among both religious institution and experience as a methodology to religion study; an epistemology of the controversy based on the philosophy of the religion, in the ambit of Religion Sciences. Theoretical-methodological aspects and obtained result: This research let evident the ambient of controversies in which is insert Religious Teaching and its concepts related in the field of Sciences and postulated the epistemology of the controversy, based on Franz Rosenzweig thought, as a referential to the pedagogical practice of Religious Teaching. It also displayed that, once what is intended is the dialog among reason and religious reason inside school space/time, in the ambit of Religion Sciences, is the area which supports this epistemology. Using the own Rosenzweig method assigned the tension among both religious institution and experience as the methodology to the religion study in the Religious Teaching classes