A “descentração” do sujeito e a função social do ensino religioso para a formação das novas gerações em tempos pós-modernos.

Abstract

This is a relecive essay on the social funcion of the school before the changes related to the formaion of ideniies of subjects and the centrality of culture in postmodern imes and generaional conlicts caused by this movement. The big issue looms over how the school can help to minimize intolerance and prejudice exising in relaions between young people during this process of idenity formaion, arising from cultural diferences. Grounded in Forquin, Veiga-Neto and Hall, weave a discussion of how the school should work as a social space for the minimizaion of bias through dialogues that enable the understanding of diferences and the importance of the history of other (diferent) for your idenity consituion itself. Considering that schools do not ofer space, mostly for discussions on Ethics and Cultural Plurality, which are cross-cuing themes, we can think of discipline Religious Educaion (in his new perspecive as the LDB 9394/96) as a way to build this abutment when providing dialogues about human existence, the religious phenomenon and its impact on social where these students live? Studies such as those of Junqueira and Benica argue that yes, even before the actual secular state, explaining that, from the anthropological and historical discussions of religions and dialogue, it is possible to achieve minimizaion of prejudice and intolerance.