BNCC of religious education: other sayings in the States of the Federation

Abstract

It is the responsibility of the federal entities to implement the curriculum of the National Common Curricular Base (BNCC). In the case of Religious Education, the curricula of the States present a plurality of understandings and strategies that result in disparate references. This article aims to point out curricular variations between BNCC and state curricula, and problematize the epistemological understanding of this component, as an area of knowledge. The research methodology used is the hermeneutics of official texts of Religious Education, from a point of reference: otherness as an itinerary of the ethical subject in the construction of respect for diversities as a precondition. The following results are observed: the curricula show differences in understanding the object of Religious Education; the reference to ethics and citizenship emerges as a panacea for the uproar between Religious Education and the Secular State; the epistemological reference of the Science(s) of Religion(s) proposed by the BNCC of Religious Education does not hold; the emancipation of confessionality does not occur or is fragile; the relationship with the Human Sciences is not systematic; the epistemological displacement towards a subjectivity anchored in a theological anthropology is frequent; the Religious Teaching class is a therapeutic strategy.