Ensino religioso: análise do debate público e sua interface com direitos humanos

• Ano de defesa: 2017
• Autor(a) principal: Paes, Ana Carolina Greco
• Orientador(a): Campos, Cerise de Castro
• Banca de defesa: Campos, Cerise de Castro , Sousa Junior, José Geraldo de, Prado, Mauro Machado do, Campos, Eduardo Zapaterra, Gonçalves Neto, João da Cruz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Direitos Humanos (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Discurso; Direitos humanos; Teoria crítica; Ensino religioso; Legitimidade
• Palavras-chave em Inglês: Speech; Human rights; Critical theory; Religious education; Legitimacy
• Área do conhecimento CNPq: DIREITO::DIREITOS ESPECIAIS
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/7844

Based on the public debate token in the Direct Action of Unconstitutionality 4439, which deals with the nature of religious education in public schools, the present study analyzed whether there was a speech based on human rights, to legitimize the option made by the denominational entities that were made represented in the public debate. Chantal Mouffe's theory of agonist democracy was used to affirm that speeches are acts of power that achieve social legitimacy. In Brazil, speeches based on human rights only began to be heard in the military dictatorship. Besides having been organized in a late way, there was an intense and programmed advertising against these speeches. Based on this assumption, it was analyzed whether speeches that are based on human rights found legitimacy among the denominational entities that were represented in the public debate. Based on the statements of each of the representatives, content analysis was used to infer the justifications used to legitimize the choice of the religious teaching model, which should be adopted by public schools. The Universal Declaration of Human Rights of 1948 was used as a human rights parameter for didactic purposes. However, the theoretical framework adopted was based on a critical theory of human rights which affirms the impossibility of drawing precise and determined concepts for these rights, as well as questions its effectiveness for the protection of the dignity of the human person. From the analysis made, it was concluded that speeches based on human rights were not very used, and this have occurred because of at least three reasons: the lack of knowledge about these rights, the misrepresentation of them, and the incongruity currently experienced by human rights. Entities didi not find legitimacy in human rights so as to base their choices on them, because they are insufficient to protect their interests, and even protect human dignity.