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O presente trabalho procura encontrar razões suficientemente válidas nas áreas da antropologia e da fenomenologia da religião de modo a justificar uma presença da educação da dimensão religiosa nas escolas públicas. Para que estas razões sejam também reconhecidas por vários decisores culturais recorremos a vários documentos elaborados por diferentes organismos da União Europeia, nomeadamente Os Princípios Orientadores de Toledo para o Ensino das religiões e das crenças cuja autoria pertence à Organização e Segurança para a Cooperação Europeia. Através de uma antropologia integral cujo modo de ver o ser humano é aquele que o compreende em todas as suas dimensões, inclusive a religiosa, procuramos mostrar que o ser humano é um ser religioso, na medida em que a sua natureza reside na relação e encontro com outros. Se a escola compreende como sua missão educar a criança em todas as suas dimensões, então não poderá deixar de lado também a dimensão religiosa. Como consequência, a escola deverá criar as condições necessárias para compreender as religiões e diversas crenças como modos diferentes de dar respostas válidas às questões profundamente humanas relativas ao sentido da vida.
The present work tries to find sufficiently valid reasons in the areas of anthropology and the phenomenology of the religion in order to justify the presence of education of the religious dimension in the public schools. In order to recognize these reasons by several cultural decision-makers, we use various documents drawn up by different bodies of the European Union, namely The Toledo Guiding Principles for Teaching Religions and Beliefs which are authored by the Organization and Security for European Cooperation. Through an integral anthropology whose way of seeing the human being is that understands it in all its dimensions, including the religious, we try to show that the human being is a religious being, insofar as his nature lies in the relationship and encounter with others. If the school understands as its mission to educate the child in all its dimensions, then it cannot leave aside also the religious dimension. As a consequence, the school should create the necessary conditions for understanding religions and diverse beliefs as different ways of giving valid answers to deeply human questions concerning the meaning of life.
The present work tries to find sufficiently valid reasons in the areas of anthropology and the phenomenology of the religion in order to justify the presence of education of the religious dimension in the public schools. In order to recognize these reasons by several cultural decision-makers, we use various documents drawn up by different bodies of the European Union, namely The Toledo Guiding Principles for Teaching Religions and Beliefs which are authored by the Organization and Security for European Cooperation. Through an integral anthropology whose way of seeing the human being is that understands it in all its dimensions, including the religious, we try to show that the human being is a religious being, insofar as his nature lies in the relationship and encounter with others. If the school understands as its mission to educate the child in all its dimensions, then it cannot leave aside also the religious dimension. As a consequence, the school should create the necessary conditions for understanding religions and diverse beliefs as different ways of giving valid answers to deeply human questions concerning the meaning of life.
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Keywords
Educação Dimensão religiosa Educação religiosa EMRC Princípios Orientadores de Toledo Education Religious dimension Religious education Toledo Guiding Principles