MEANINGS OF RELIGIOUS EDUCATION IN SCHOOL: PERCEPTIONS, PRACTICES, AND SYMBOLIC DISPUTE
DOI:
https://doi.org/10.56238/revgeov17n1-083Keywords:
Religious Education, Secularism, School Actors, Symbolic Disputes, Public EducationAbstract
Religious Education in Brazilian public schools constitutes a field marked by symbolic disputes, normative tensions, and pedagogical challenges related to state secularism and the recognition of religious diversity. In the municipality of Ipu, Ceará, these issues manifest in a particular way through the perceptions and practices constructed by different school actors, such as teachers, students, administrators, and local communities. This study aims to analyze the meanings attributed to Religious Education in the school context of Ipu, examining how such meanings are expressed in pedagogical practices and in the discourses circulating in everyday school life. A qualitative and exploratory approach is adopted, based on bibliographic review and theoretical analysis in the fields of Religious Studies and Education. The findings indicate that Religious Education is understood simultaneously as a space for ethical formation, cultural mediation, and symbolic dispute, revealing the persistence of tensions between pluralistic proposals and implicit confessional practices. It is concluded that the consolidation of a secular and plural Religious Education requires investment in teacher training and greater pedagogical clarity regarding its epistemological foundations.
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