A BNCC e o ensino religioso em tempos de relações de poder e interesses ocultos

Abstract

This article is the result of a bibliographic and documentary study that aimed to analyze the Common National Curricular Base as an educational policy, as well as the inclusion of the subject of Religious Education in the text of the BNCC, reflecting on the meaning of this and its consequences. implications. Recalling that, Religious Education is more than appears to be, that is, a curricular component in schools. Behind it hides a dialectic between secularization and secularism within historical, cultural and political contexts. We seek to give a brief reflection on educational policies, analyzing the political context in which we live so that we can understand the clear conflicts that exist around these policies, situating the BNCC as a field of interest. Using as analytical referents contributions Apple; Hofling; Offe; Lessard and Ball. Therefore, we analyze Religious Education as a discipline, its legal aspects, and seek to understand it in view of the fact that it is a problematic teaching as it involves the necessary distancing of the secular state from the particularism of religious beliefs. All of these discussions are necessary in the context of a conservative government, with a neoliberal policy whose interests are becoming increasingly clear with the withdrawal of fundamental rights and the dismantling of free, quality, secular public education for all.