Ética em Paulo Freire: uma alternativa para o ensino religioso brasileiro

• Ano de defesa: 2019
• Autor(a) principal: Carlos, Dafiana do Socorro Soares Vicente
• Tipo de documento: Tese
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Discurso; Ética; Paulo freire; Ensino religioso; Escola pública; Discourse; Ethics; Religious education; Public school; Educación religiosa; Escuela publica; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/20043

ABSTRACT The secular question of religious education gained strong attention in the early twentieth century, around the debate on religious education (RE), within the public and secular school, especially in the current stage of our history in which the religious issue has reappearance whether as a relevant social problem or as a human phenomenon that arouses scientific curiosity. One way of dealing with this subject is to treat the religious issue through religious education in the public school, starting from an ethical parameter. Facing this subject, the doctoral research had as its object the ethical discourse of Freirean pedagogy; and as a thesis the assertion that the notion of ethics present in Freire’s pedagogical writings presents itself as an alternative to Religious Education in Brazil. In order to defend this thesis, it was adopted the theoretical-methodological approach of the archaeological discourse (FOUCAULT, 2008; ALCANTARA; CARLOS, 2013). Before the analysis of the object, a survey of the production of theses on the central question of the research was carried out from the descriptors ‘Religious Teaching’ and ‘Ethics’, in order to locate the object in the scope of the academic production; and a mapping of the Freirean writings published in Brazil, in order to identify relevant source texts for the analysis and description of the order of the Freirean discourse on ethics, in view of the defense of the thesis. Five Freirean writings were localized, representative of the Freirean order of pedagogical discourse: Education as a practice of freedom (1967); Pedagogy of the oppressed (1987), Cultural action for freedom and other writings (1981); Extension or communication? (1983); and The Christians and the liberation of the oppressed (1978). The excavation of these sources happened initially through the term ethical; and, later, the term religion. From the key concept ethical it was possible to make explicit the meaning of ethics, intimately linked to the idea of man as a man; and its constituents, related to the vocation of human beings to be ontologically subject, productive, creative, critical and integrated to everyday life and history. In this perspective, the relations man-man, man-culture, man-history, man-society would be situated in an historical ethical horizon when they actually considered the ontological vocation of the human being to be a man. In addition, the analysis made explicit the anthropological-philosophical (culture and logos), historical-sociological (time, class and power) and syncretic-religious (magical and sacred) enunciative elements as the main regulatory domains of Freire’s discursive order on the meaning of ethics, its constituents and its entanglements with the religious issue. Therefore, it is concluded that the set of findings found in the excavation process of these pedagogical writings confirmed and demonstrated the thesis that the notion of ethics, woven in the order of the Freirean discourse, is presented as an alternative parameter of educational work on religious education in the secular space of Brazilian public education.