scholarly journals O Ensino Religioso nas Escolas Públicas de Goiás

2015 ◽  
Vol 7 (10) ◽  
pp. 55
Author(s):  
Marcelo Máximo
Keyword(s):  
Social Sciences ◽  
Public Schools ◽  
Religious Education ◽  
Colonial Period ◽  
Education Curriculum ◽  
Religious Teaching ◽  
Keywords Education ◽  
Public Politics ◽  
Education In Brazil ◽  
Education Process

Resumo: O cruzamento entre o Ensino Religioso e as políticas públicas é uma temática essencial para as ciências sociais. Ao longo de nossa vida, crescemos ouvindo que os jesuítas foram os responsáveis pela formação religiosa no Brasil Colônia. Ouvimos também que foram eles os primeiros a introduzirem no nosso país o processo educacional, através da fundação de colégios onde catequizavam os índios e lhes ensinavam a ler e escrever. O presente trabalho está envolto numa temática atual e busca uma reflexão consciente sobre a realidade do Ensino Religioso na educação nas escolas públicas estaduais de Luziânia – GO. Suscita uma discussão sobre a dimensão pedagógica do Ensino Religioso como disciplina curricular e a problemática da formação de professores nesta área do saber. Palavras-chave: Educação, Ensino Religioso, Formação de Professores e Currículo. Abstract: The crossing between Religious Teaching and Public Politics is an essential subject of Social Sciences. We’ve heard Jesuits were responsible for the Religious education in Brazil colonial period, and that they also first introduced the education process in Brazil. In Jesuits Schools Indians were catechized and taught to read and to write. The present work deals with this theme and it also searches for a conscious reflection on the reality of the Religious Teaching in the education in public schools at Luziania - GO. It also raises a discussion on the pedagogic dimension of the Religious Teaching as Curricular Subject and the problem of the teachers' education in this area of knowledge. Keywords: Education, Religious Teaching, Teachers Education, Curriculum.

scholarly journals Um programa religioso num contexto secular os professores de Educação Moral e Religiosa Católica no concelho do Porto

2021 ◽  
pp. 97-117
Author(s):  
Tiago Pinto
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Catholic Church ◽  
Roman Catholic ◽  
Roman Catholic Church ◽  
Religious Teaching ◽  
New Challenges

This article explores the programmatic representations of Catholic Moral and Religious Education(EMRC) teachers, regarding the disciplineprogram, in public schools in the municipality of Porto (Portugal). Through a diachronic approach to the socio-religious panorama and Catholic religious teaching in Portuguese public schools, it is possible to identify, nowadays, new challenges for the Roman Catholic Church andforits school educators. The interviews carried out showed that teachers tend to consider the study planas limited, unmotivating and with excessive religious contents, so they proposed a subjectof moral and religious education not confined to the Catholic universe.

“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980

2020 ◽  
Vol 49 (2) ◽  
pp. 249-262
Author(s):  
Stephen James Jackson
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
South Australia ◽  
The South ◽  
Education Department ◽  
Content Type ◽  
Religious Teaching ◽  
Education Act ◽  
Religious Actors ◽  
State Schools

PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.

scholarly journals Desain Pengembangan Kurikulum Pendidikan Agama Islam

2021 ◽  
Vol 7 (1) ◽  
pp. 81-100
Author(s):  
Mahrus Mahrus
Keyword(s):  
Public Schools ◽  
Character Education ◽  
Religious Education ◽  
School Environment ◽  
Islamic Education ◽  
Education Curriculum ◽  
Teacher Resources ◽  
The Subject ◽  
Moral Crisis ◽  
Religious Material

Design can be formulated as a deliberate process of thinking, planning and selecting the parts, techniques, and procedures that set a goal. Challenges to Islamic religious education include a moral crisis and a personality crisis. Therefore, Islamic religious education is required to be able to equip students with the moral, personality, quality and maturity of life to live a multi-cultural nation life, which is currently hit by an economic crisis in order to livepeacefully in the world community.In an effort to develop an Islamic education curriculum to overcome various challenges and problems, it is necessary to pay attention to several aspects including strategies, methods, materials, Islamic religious teacher resources, facilities, teaching media and supporting instruments.Taking into account the demands of the globalization era of Islamic religious education in madrasas and public schools, it is necessary to implement several strategies, including: First, perfecting the religious education curriculum so that the subject matter reaches a proportional and functional composition but does not burden students. Second, combining religious material with character education materials such as PPKn or other related subjects can also erode thedichotomy of knowledge. Third, creating a religious condition in the school environment

scholarly journals ENSINO RELIGIOSO LAICO: UM OLHAR COMPLEXO E TRANSDISCIPLINAR

2019 ◽  
Vol 17 (1) ◽  
pp. 296
Author(s):  
Cícero Lopes Silva ◽  
Gilbraz De Souza Aragão ◽  
Luiz Alencar Libório
Keyword(s):  
Religious Education ◽  
Religious Affiliation ◽  
Religious Diversity ◽  
Transdisciplinary Approach ◽  
Theoretical Contribution ◽  
The Public ◽  
The Status ◽  
Religious Teaching ◽  
Teaching About Religion ◽  
Education In Brazil

O presente ensaio aborda questões epistemológicas do Ensino Religioso no Brasil tendo como aporte teórico o paradigma da complexidade de Edgar Morin e a abordagem transdisciplinar. Até o presente o Ensino Religioso público é tratado de modo ambíguo pelos sistemas de ensino do país, atuando tanto para a formação geral do cidadão quanto para a filiação religiosa de Igrejas. Tal situação torna a disciplina frágil e vulnerável à crítica por parte daqueles que defendem o estatuto do Estado laico e o ensino positivista. Entretanto, parece-nos que não se trata de excluir o ensino sobre a religião de dentro da escola, mas de contornar os seus limites através de novos paradigmas. Desta forma, acreditamos que a emergência do paradigma de complexidade e a abordagem transdisciplinar na educação podem ajudar o Ensino Religioso a redimensionar os seus limites e a sua prática em vista do ensino laico e o respeito à diversidade cultural religiosa do Brasil. LAY RELIGIOUS TEACHING: A COMPLEX AND TRANSDISCIPLINARY LOOK This essay addresses epistemological issues of religious education in Brazil with theoretical contribution of the paradigm of complexity of Edgar Morin and the transdisciplinary approach. Til up to date the public religious education is treated so ambiguous by the education systems of the country, acting both for general formation of citizens as to the religious affiliation of churches. Such a situation makes the discipline fragile and vulnerable to criticism from those who argue for the status of the secular State and the positivist school. However, it seems to us that this is not to exclude the teaching about religion in school, but to go round its limits through new paradigms. In this way, we believe that the emergence of the paradigm of complexity and the transdisciplinary approach in education can help the Religious Teaching to give another dimension to its limits and practice in order of lay Teaching and respect to the cultural and religious diversity in Brazil.

scholarly journals Integrasi Moderasi Beragama dalam Pengembangan Kurikulum Pendidikan Agama Islam

2020 ◽  
Vol 18 (3) ◽  
pp. 355
Author(s):  
Suprapto Suprapto
Keyword(s):  
Public Schools ◽  
Character Education ◽  
Religious Education ◽  
Hate Speech ◽  
Qualitative Approach ◽  
Education Curriculum ◽  
General Science ◽  
Religious Knowledge ◽  
Islamic Movements ◽  
Islamic Movement

AbstractIn the midst of the strengthening of the discourse on character education, religious moderation, and countering religious radicalism and terrorism, the study of Islamic religious education in public schools based on Islamic boarding schools is interesting to do. In this context, various problems arise related to the material and content of the Islamic religious education curriculum (PAI). Education under pesantren is no longer directed at the mastery of religious knowledge but also general science. This of course has an impact on shifting curriculum content and its implementation. This study uses a descriptive qualitative approach based on empirical phenomena. Data were collected through interviews, involved observations, questionnaires, documentation, and literature review. This research produces a model for implementing religious moderation education through the development of the PAI curriculum to present a moderate Islamic movement among students that teaches: (1) building tolerance among different groups of students, both outside Islam and within Islam; (2) spreading peace in their social environment; (3) prioritizing interfaith dialogue and (4) instilling openness with outside parties and 4) rejecting hate speech (hoaxes) both inside and outside schools. This study recommends the importance of teaching and practicing religious moderation among students to present moderate Islamic movements and habituation of noble morals. AbstrakDi tengah menguatnya wacana pendidikan karakter, moderasi beragama, serta penanggulangan radikalisme dan terorisme bernunsa agama, kajian pendidikan agama Islam di sekolah umum berbasis pondok pesantren menarik untuk dilakukan. Dalam konteks ini muncul berbagai masalah terkait dengan materi dan muatan kurikulum pendidikan agama Islam (PAI). Pendidikan di bawah pesantren tidak lagi diarahkan pada penguasaan ilmu agama saja melainkan juga ilmu umum, Hal ini tentu berdampak pada pergeseran muatan kurikulum dan implementasinya. Penelitian ini menggunakan pendekatan kualitatif deskritif berdasarkan fenomena empirik. Data dikumpulkan melalui wawancara, pengamatan terlibat, angket, dokumentasi, dan kajian pustaka. Penelitian ini menghasilkan model penyelenggaraan pendidikan moderasi beragama melalui pengembangan kurikulum PAI untuk menghadirkan gerakan Islam moderat di kalangan peserta didik yang mengajarkan: (1) membangun toleransi di antara kelompok peserta didik yang berbeda, baik di luar Islam maupun di dalam Islam; (2) menebarkan perdamaian di lingkungan sosialnya; (3) mengedepankan dialog antar agama dan (4) menanamkan sikap keterbukaan dengan fihak luar dan 4) menolak ujaran kebencian (hoax) baik didalam dan luar sekolah. Penelitian ini merekomendasikan pentingnya mengajarkan dan mengamalkan moderasi beragama di kalangan peserta didik untuk menghadirkan gerakan Islam moderat dan pembiasaan berakhlak mulia.

scholarly journals Moral Education and the Curriculum: the Ghanaian Experience

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Seth Asare Danso
Keyword(s):  
Public Schools ◽  
Moral Education ◽  
Religious Education ◽  
Tertiary Education ◽  
Social Institutions ◽  
Colonial Period ◽  
National Council ◽  
Colleges Of Education ◽  
Cape Coast ◽  
Post Colonial

Moral Education is provided by major institutions within the civil society.  The social institutions include the family, religious bodies, the mass media and the school.  This paper examined the nature of Moral Education that has been provided in the Ghanaian basic schools  during the pre-colonial period (1820 up to 1850), the colonial period (1851-1956) and the post-colonial period (1957-2017).  A theoretical framework was provided for the study based on three approaches to moral education, namely: Indoctrinative approach, Romanticist approach and Cognitive-Structural approach. A content analysis of educational policy documents and interviews were used for the collection of data.  The findings of the research revealed that one of the colonial policies that promoted Moral Education in Ghana was the teaching of morality in public schools based on Christianity, using the Indoctrinative approach. However, this religious approach to morality changed to secular approach during the post-colonial period in Ghana, due to the pluralistic nature of the Ghanaian society.  This led to the introduction of “Moral Teaching”, “Civics” and later “Citizenship Education”.  The study welcomed the current policy of separating Religious Education from Moral Education by introducing the teaching of “Civic and Moral Education” and “Religious Studies” at the Colleges of Education, as proposed by the National Council for Tertiary Education.  It finally recommended that the Department of Arts Education of the University of Cape Coast began to train teachers who will teach these two courses at the Colleges of Education level. This will equip the teacher trainees with the pedagogical knowledge and skills required for the effective implementation of this new Moral Education programme in Ghanaian basic schools.

scholarly journals Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature

2021 ◽  
Vol 3 (1) ◽  
pp. 77-86
Author(s):  
Juliet Njeri Muasya
Keyword(s):  
Sustainable Development ◽  
Religious Education ◽  
Colonial Period ◽  
Education Curriculum ◽  
Vision 2030 ◽  
The Subject ◽  
Conservation Of Natural Resources ◽  
Religious Systems ◽  
Big Four ◽  
Management And Conservation

Decolonizing knowledge is the process of questioning, changing and transforming imposed theories and interpretations brought about by colonial systems. In particular, decolonizing Religious Education involves challenging religious systems and structures imposed by colonial masters. During the colonial period, religion was used as a tool of 'racism', 'apartheid' ‘indoctrination’, ‘evangelisation’ and ‘exploitation’, yet it is a subject that acknowledges and respects the diversity of African beliefs and culture. By decolonizing the Religious Education curriculum, the subject is likely to become a powerful tool for promoting sustainable development in Africa. In this paper, I argue that decolonized Religious Education is likely to contribute to development in Africa in a variety of ways; resolving conflict and peacebuilding, management and conservation of natural resources, in addition to promoting appropriate religious beliefs and moral values. I conclude this paper by presenting a rationale for the inclusion of a multi-faith Religious Education curriculum in Kenya, while decolonizing Religious Education pedagogical approaches, in order to actualise Kenya's Vision 2030 and Big Four Agenda of the Jubilee Government

scholarly journals Religiosidade e pós-modernidade: informação e formação

2019 ◽  
Vol 65 (259) ◽  
pp. 531
Author(s):  
Hubert Lepargneur
Keyword(s):  
Public Schools ◽  
Public School ◽  
Religious Education ◽  
Young Person ◽  
The West ◽  
The Public ◽  
Almost Everywhere ◽  
The Family ◽  
Religious Teaching ◽  
Acceptable Measure

A secularização, que progride em boa parte do Ocidente, conseguiu fazer admitir que a separação das Igrejas e do Estado era uma medida não apenas aceitável para a democracia, mas também benéfica para a liberdade responsável das partes. Este ordenamento político não impede que a escola pública preveja ensino religioso, embora segundo uma distinção aqui justificada e desenvolvida, ilustrada com experiências de diversos países. Importa deixar às Igrejas e às outras denominações religiosas o cuidado pela formação religiosa baseada sobre uma fé, sob livre escolha da família (ou do jovem, se este for tido como competente) e opcional no ensino público. Cabe, entretanto, ao ensino público um ensino do Fato religioso como componente da cultura, sem menosprezar o cuidado por certa ética – uma necessidade social, qualquer que seja a opção religiosa.Abstract: Secularization, which has spread almost everywhere in the West, admitted the separation from Churches and State not only as an acceptable measure for democracy, but also as beneficial for the responsible freedom of both. This political regulation doesn’t prevent public school from adopting religious teaching, according to a distinction here justified and developed, illustrated with experiences of several countries. It is important to leave to the Churches and other religious denominations the care for religious education based on faith, leaving the choice for the family (or the young person, if she is considered competent), and optional for public schools. However, it is up to the public school to teach religious Facts as a component of culture, highlighting the importance of ethics – a social need, no matter the religious option.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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