Orientador: Ana Maria Falcão de Aragão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T17:58:17Z (GMT). No. of bitstreams: 1 Calil_JulianaAlvimBitesCastro_M.pdf: 2239939 bytes, checksum: 6ef19a830d267ec624b9cdf68b018517 (MD5) Previous issue date: 2013 / Resumo: Inserida em um projeto maior proposto pela Secretaria de Educação do município de uma cidade do interior paulista em parceria com a FUNEP (Fundação de Apoio à Pesquisa, Ensino e Extensão da UNESP - Universidade Estadual Paulista), a presente pesquisa busca investigar como as equipes gestoras pensam o papel das regras na organização da escola e de que forma essas regras refletem a qualidade das relações interpessoais na Instituição de Ensino. Esta pesquisa visa, ainda, conhecer os conteúdos das regras e o modo como elas são elaboradas, implementadas e legitimadas no cotidiano das escolas analisadas. Para tanto, os dados desta pesquisa de campo decorrem da formação de três grupos focais com gestoras de cinco escolas municipais e são examinados qualitativamente, através do método de análise de conteúdo. Os resultados apontam que o papel e a função primordial das regras é a organização da instituição e a prudência. As regras que objetivam a regulação da convivência e a construção da autonomia moral não foram substancialmente mencionadas. O conteúdo da maioria delas é organizacional e convencional, visando ao controle e à organização dos espaços escolares. De alguma forma, parece estar implícita a ideia de que os conflitos devem ser evitados. Há, também, regras que legislam sobre o domínio pessoal. Para as gestoras, a maioria das regras é elaborada pela Secretaria Municipal de Educação, mas, a partir do que elas verbalizam, percebe-se que muitas dessas regras têm sido criadas pelas próprias gestoras e professoras no cotidiano das escolas. Com base nos dados analisados é possível inferir, também, que o trabalho com as regras não é percebido como pedagógico. As assembleias são consideradas como recurso possível para a elaboração de regras, mas depreende-se que, em alguns momentos, há desvios de suas funções. Isso demonstra não haver estudos aprofundados acerca do papel das assembleias na escola nem acerca de como elas devem funcionar institucionalmente. Quanto à implementação das normas, na maioria das vezes, o conhecimento das regras dá-se por informação, já que no cotidiano das escolas em questão poucas regras são elaboradas coletivamente. Por fim, são analisados os procedimentos que as gestoras dizem ser utilizados pelos profissionais da escola para que as regras sejam cumpridas. A esse respeito, as gestoras relatam comunicar aos pais dos alunos sobre o descumprimento xv dessas regras na tentativa de fazer com que as cumpram. Porém, se não há o apoio familiar necessário e as alternativas de diálogo para o cumprimento das normas esgotam-se, o Conselho Tutelar é acionado, na esperança de que, de alguma maneira, as regras que consolidam as diretrizes institucionais mais importantes sejam cumpridas por todos. Há também penalizações e, com elas, a visão de que são necessárias sanções expiatórias. Assim, apesar da necessidade de alguns ajustes acerca do trabalho com as regras, constata-se que, as gestoras reconhecem a importância das normas escolares para a convivência entre as pessoas, preocupam-se com a organização dos espaços da escola de modo a proporcionar um local agradável para a comunidade frequentar e dedicam-se a realizar um bom trabalho de gestão. / Abstract: Inserted in a larger Project, proposed by the Education Department of a countryside city in Sao Paulo state in a partnership with FUNEP (Foundation for support to research, teaching and extension from UNESP - State University of Sao Paulo) aiming to study relationship among school, community and culture as well as other implications regarding a Politic- Pedagogic Project of educational institutions and about organization of their educational process, this research objectives to know how managerial teams think in regards to the role of rules in the organization of the institution as well as to know the contents of the rules and the way they're elaborated, implemented and legitimated in the studied schools' routine. In order to do that, data from this research come from the formation of three focal groups with managers of five municipal schools and qualitatively analyzed by means of content analysis. Results point that the role and fundamental function of the rules are the institution's organization and prudence. The importance of the rules for regulation of the coexistence and construction of moral autonomy have not been substantially adressed. The contents of the majority of them are organizational and conventional, objecting the control and organization of school's space. Somehow it seems that it's implicit that conflicts must be avoided. There are, also, rules that states about personal dominance. In the managers minds most of the rules are elaborated by the Education Department, however it's clear in their speeches that several of such rules have been created by themselves together with teachers in the school's daily routine. Data gathered in this research allow us to infer also that working with rules is often not seen as pedagogic. Much is talked about assembly meetings, but by their statements, we could notice that there are misfunctions of these procedures, showing that there are no previous studies on how it must work and what their roles are in the school. Regarding implementation of norms we have found that, in most of the cases, the knowledge about rules is given by information, once there is no team work while elaborating them. Lastly, we found out that managers say they're used by other schools professionals in order to make rules to be followed. What they state most frequently to do is to communicate parents and ask them to take providences in order for their children are able to obey school's rules and, when families are the party who don't follow rules, the communicate the Child Care department with the hope families are coerced to xix follow school's rules. There are also, punishment and the idea thar expiatory penalties are needed. Therefore, we conclude that managers recognize the importance or school rules for people coexistence among people, they are concerned with space organization in the school in order to offer a pleasant atmosphere for the community and also they dedicate themselves for making a good management work. / Mestrado / Psicologia Educacional / Mestra em Educação

‘n Algemene inleiding en motivering vir die studie, asook die faktore wat onder¬wysermoraal belemmer word in Hoofstuk Een aangestip. ‘n Algemene agtergrond tot onderwysermoraal word gegee. ‘n Verslag oor die transformasie van die Suid-Afrikaanse onderwysstelsel en die afname in onderwysermoraal in Suid-Afrika en oorsee word in hierdie hoofstuk gereflekteer. Die navorsingspro¬bleem en doel¬stellings word geformuleer en die navorsingsmetodologie bespreek. Die fokus van die navorsing is duidelik afgebaken. Hierdie hoofstuk word afgesluit deur konsep¬te wat met die navorsingsonderwerp verband hou, te verhelder en die hoofstuk indeling te bespreek. Hoofstuk Twee is ‘n literatuuroorsig waarin gepoog word om die essensie van onderwysermoraal vas te stel. Faktore wat ‘n bydrae tot onderwysermoraal maak, naamlik die samelewing, politiek, media en onderwysveranderings, en die rol wat deur onderwysbestuurders gespeel word in die aanspreek van onderwysermoraal word bespreek, asook die implikasie hiervan vir die praktyk. Hoofstuk Drie gee ‘n oorsig oor die navorsingsmetodologie waardeur data inge¬samel is. Daar is ‘n beskrywing van die aard en doel van kwantitatiewe navorsing, gevolg deur ‘n bespreking van die verhouding tussen die navorser en die onderwerp. Die gestruktureerde vraelys wat gebruik is om data in te samel, word bespreek. Die data is onderwerp aan die Kaiser-Meyer-Olkin-meting om te bepaal of die steekproef voldoende was. Verder is 37 items deur middel van twee opeen¬volgende faktor-analitiese prosedures gereduseer tot twee faktore. Hierdie twee fakatore is genoem “sosio-politieke aspekte wat onderwysermoraal belem¬mer” en “skoolgebaseerde aspekte wat onderwysermoraal belemmer”. Items wat met elkeen van die faktore verband hou, word getabelleer, in rangorde gerangskik en bespreek. Die empiriese ondersoek word ook bespreek. Dit sluit ‘n bespreking van die steekproef, biografiese besonderhede en die terugstuur van die vraelys in. Hoofstuk Vier voorsien ‘n ontleding en interpretasie van die empiriese data. Die geldigheid en betroubaarheid van die gestruktureerde vraelys as navorsings¬instrument word kortliks bespreek. Hipoteses word geformuleer. ‘n Vergelyking van twee onafhanklike groepe en drie of meer onafhanklike groepe word gedoen. Die statistiese beduidenheid van verskille tussen alle onafhanklike groepe word in tabelvorm weergegee en daarna bespreek ten opsigte van die twee faktore by onderwysermoraal betrokke. Levene se toets vir die gelykheid van afwykings word gebruik om die gemiddelde tellings van die twee faktore ten opsigte van onderwysermoraal te vergelyk. Die faktor-gemiddelde tellings van die verskeie onaf¬hanklike groepe word in tabelle gegee en die ANOVA vir die ontleding van afwykings bereken en kortliks bespreek. Hoofstuk Vyf gee ‘n oorsig oor die navorsing. Belangrike bevindings uit die literatuuroorsig en die empiriese navorsing word bespreek. Aanbevelings word op grond van die literatuur- en empiriese bevindings gemaak vir die verbetering van onderwysermoraal. / Prof. B.R. Grobler

M.Litt. et Phil. / The purpose of this study is to determine the need for civic education and the degree to which this need is addressed in Curriculum 2005. (Curriculum 2005 is the new education curriculum, implemented in state schools since 1998.) As a young democracy, one of the challenges South Africa faces is to consolidate democracy. Part of this challenge is to establish a culture of political tolerance. Civic education, implemented in schools, is a method to achieve these goals. In the rationale of Curriculum 2005, it is stated that ". . . the child is given opportunities to grow and develop as an active citizen, contributing constructively to the building of a democratic, non-racist, non-sexist and equitable society." (Foundation Phase: Draft Policy/Phase Document, 1997) Intentionally or unintentionally, Curriculum 2005 appears to be the Department of Education's answer to the need for civic education in South Africa at this stage. The degree to which this need is fulfilled needs to be determined, as well as the shortcomings and where and how it can be improved. For civic education to be successful and effective, broad criteria were identified for the content; the method; the approach; resource materials and teacher education. This study found that there is a fair degree of elements of civic education in Curriculum 2005. There are, however, five main problems that may hinder the effectiveness of civic education. The first is the method. Civic education is not taught as a separate subject, but interwoven in mainly the social learning area. The second obstacle is the content. Thirdly, the majority of teachers who have to teach civic education lack sufficient ability and knowledge, as they did not receive training in this field. A fourth point is the budget constraints. On the one hand time and money is needed to develop a civic education programme, while on the other hand, there are some urgent needs to upgrade and expand physical infrastructure in schools. Lastly, the lack of sufficient and appropriate resource material for teachers, probably poses the single biggest obstacle for the successful implementation of civic education. The Department of Educuation did not provide official textbooks or guidelines, and the sourcing of material for discussion and examples is left to the teacher's own discression. Although there is a clear need for civic education in South Africa, and the intention to fulfil this need seems to be present in Curriculum 2005, the means to achieve this goal are absent. The combination of these five points leads to the conclusion that if the results of civic education could be measured, any form of success and effectiveness in Curriculum 2005, would be nothing more than pure coincidence.

M.Ed. (Educational Management) / Eighteen years after the introduction of several education reform policies, education in South Africa continues to be unequal and complicated. Departmental officials within the Department of Basic Education, educationists and academics have disclosed the trauma and the devastation that the apartheid propagandists’ discriminatory policies have caused. This has forced the current stakeholders to embark on a vigorous campaign to re-evaluate the transformational policies that were designed to hasten progress to erase the inhumane atrocities of the pre-apartheid and apartheid eras. It has therefore become the National Department of Basic Education’s responsibility to change the discriminatory thoughts, attitudes and behaviours of the past. Most important of all, this department has had the responsibility of redirecting resources and investments to those schools that have been victims of the oppressive laws of the past and bring them on par with schools that had benefited from apartheid. The present government therefore has set its attention on correcting the imbalances of the past by focusing on the poorest of the poor and targeting the segments of society in which poverty is the dominant social ill, and by creating equity and social justice. This approach led to the formulation of the National Norms and Standards for School Funding in public schools in 1998 (South Africa, 1998), hereafter referred to as the “NNSSF in public schools”. This policy provides guidelines for the distribution of government resources to “poor schools” in order to align these schools with apartheid institutions of learning. Historically it has been concluded that schools with few or poor resources have difficulty in providing good quality education in comparison with those that had benefited from the apartheid regime. It has therefore become the post-apartheid government’s responsibility to bring the poor and rich schools on par. The state has realised that this can be done through the NNSSF in public schools and using equity and social justice as the catalyst. Through this policy it was the government’s intention to transform schools and redress the inequalities and imbalances of the past. This approach was intended to create an education system that would embrace learner diversity and ensure that all learners were granted equal educational opportunities, irrespective of their race, colour, creed or class. Using the qualitative method, the general aim of this research was to determine the perceptions of stakeholders in six schools with regard to the progress made by the NNSSF in public schools. Matters that have impacted on the implementation of equity and social justice are also discussed in this report. Included is also the identification of the challenges that may have been encountered in the implementation of the NNSSF in public schools. The core focus of the study is on the disparities between the intention and the implementation of the NNSSF in public schools in terms of equity and social justice, and the implications of this policy on the day-to-day functioning and operations of these six public schools. The schools that were evaluated were schools in quintiles 1, 2 and 5. The Education Laws Amendment Act, No. 24 of 2005 provides that the Minister of Education distinguish between five national poverty quintiles. Schools categorised in quintiles 1 and 2 are classified as “no fee” schools and these quintiles receive one hundred per cent state funding to the poorest of the poor schools. The findings of this research should benefit the poor in South Africa, who are black in the majority and have had a long history of discrimination through a system of segregated and unequal educational funding that had been in practice from the time that the South African Party in 1910 and the National Party in 1948 took control (Christie, 1991:55). During this period education for whites was free and compulsory while blacks were deliberately kept illiterate and ignorant for purposes of manual and household labour. It was for that reason that when the government of national unity came into power it ensured that statutory documents such as the Constitution of South Africa and the NNSSF in public schools policy became legislation to protect the democratic processes that are instrumental in redressing the inequities and imbalances of the past. There are still very few studies conducted by scholars based on the implementation of the NNSSF in public schools to achieve equity and social justice. In this study, the researcher looked at the effects of the funding policy on equity and social justice and found out that the gap between the previously disadvantaged (black) and the advantaged (white) is still wide owing to the slow and sometimes ineffective implementation of the NNSSF in public schools in pursuit of equity and social justice.

Magister Artium (Social Work) - MA(SW) / Student performance have decreased from 2008-2013 in the Kgatleng District, Botswana, despite efforts to encourage parents to actively be involved in their children‘s school. It is apparent that parents are not involved and leave the responsibility of child nurturing and development to the school with the teachers. Contributing factors to un-involved parents at school are communication; employment; single parenting, and poverty. This lead to the research question: What are the perceptions of teachers about factors that contribute to parental involvement/non-involvement in Public Schools? The aim of the study was to determine teachers‘ perceptions on factors that contribute to parental involvement/non- involvement in public schools. The objectives to arrive at the aim was to explore and describe teachers‘ perceptions on factors contributing to parental involvement in public schools; to explore and describe teachers‘ perceptions on factors contributing to parental non-involvement in public schools and to make recommendations for improving parental involvement in public schools to the Ministry of Education. Social constructivism was used as theoretical framework because teachers‘ perceptions are shaped by their contexts and language. The study used a qualitative research approach and an exploratory, descriptive design. The population was teachers who teach standard seven in all primary schools in the Kgatleng district. There are 35 primary schools in the Kgatleng district. The sample was a non-probability, purposive sample consisting of four (4) urban and four (4) rural schools in Kgatleng district of which from each school, two (2) participants were purposefully selected. Data was collected by in-depth interviews and analyzed by using a thematic approach. The research findings presented key factors that affect teachers and made recommendation on how they can work with the parents and the community to successfully address the issue of non-parental involvement in schools. Tools for identifying specific needs and challenges for the uninvolved parents have to be developed and implemented. All relevant stakeholders should be included. A strong relationship with the social workers to address social challenges faced by the students, yielded positive results, hence recommending the need to have school based social workers. Recommendations include a partnership between the community, schools, teachers, parents and the Ministry of education to improve parental involvement in school

About one hundred years after British and Spanish navigations off Vancouver's shoreline, early settlement had resulted in the first two school locations within the area now known as Vancouver City: one in the north, associated with the Hastings Sawmill, the other in the south, connected with a Fraser River fishing settlement. Most of the small early settlements had been established for logging or fishing, and later for clearing of small-holding farms. The choice of Granville (later Vancouver) as the C.P.R. terminus speeded the rate of settlement and, with the incorporation of Vancouver in 1886, the regime of the Vancouver school system began. Inside the City boundaries, the first schools were within a half-mile to a mile walking distance of the early centre of settlement at Carrall Street. As public transport and False Creek bridges extended settlement around the nucleus, new schools were built within a half-mile of street-car service and at distances increasing outwards from the City centre. Outside the City, South Vancouver became a municipality in 1906; and Point Grey became one in 1908. They shared six small schools representing six small widely-separated settlements. Elsewhere, there was only the Provincial government school in District Lot #301 which, with Hastings Townsite, was annexed by the City in 1911. New school locations within all these areas reflected a rapid increase in new settlement from 1908 until 1914, dependent upon the extension of Interurban and street-car lines from the City. It was towards the end of the pre-war period that each of the two municipalities began to organize its own high school, a few years later than the first City high school, King Edward, which had been re-located south of False Creek. The real estate boom, 1908-12, had marked a doubling of City population to over 100,000; that of South Vancouver to nearly 40,000 and that of Point Grey to about 3,000. But when the economic growth was retarded by war and depression, 1914-24, the school-building programme stagnated. Overcrowding and temporary accommodation contrasted from the twenty-five new locations of the preceding era. By 1925, however, there were signs of renewed growth in the school pattern. Resulting from improved economic conditions and guided by the findings of the Putnam-Weir Report on schools, new locations were planned coincidental with the passing of the Town Planning Act. The new expansion, 1925-29, was very noticeable in the fastest-growing western part of Point Grey municipality where there had been much post-war "new" family settlement as well as outward movement from the City. South Vancouver, meanwhile, was slowly recovering from financial reverses which had left the schools unimproved for approximately eight years. The ensuing building programme, made necessary by extensive post-war settlement, started with accommodation additions to schools nearest the 16th Avenue City boundary and included one new location, the McBride Elementary School. In both municipalities much home-building had resulted from the extension of City settlement along the lines of communication and over the boundaries at 16th Avenue and Alma Road. Within the City, elementary school location had completed a half-mile pattern over the original area; but empty sections remained in the eastern part of Hastings Townsite. There, however, school sites had been acquired. As in the other two political units, more high schools were needed, especially as the Grade IX population formed 50% of the high school enrolment. In 1928, answering growing public demands for technical education, the Vancouver Technical School was built in the south-eastern part of the City, within easy reach of South Vancouver students. Other new buildings were junior high ones—according to the recommendations of the Putnam-Weir Report. After the three municipalities' amalgamation, from about 1929 to 1944, plans for new schools—as for urban development generally—were in abeyance due to unsettled social and economic conditions. Again temporary measures, such as the use of portable classrooms, were made necessary from increasing densities at the old school locations—first in high schools, then in the primary grades. Rising birth rates after 1934 as well as post-war immigration warned of greatly increased enrolments for post-war years. The succeeding fifteen-year span, 1945-60, saw the greatest building programme since 1886, in all types of schools. Especially were the new secondary locations notable—in the formerly empty or sparsely-occupied areas of eastern Hastings Townsite, the south-eastern sector, and the former C.P.R. land in central Point Grey. Not only had there been an extraordinary increase in family settlement in all peripheral regions of Vancouver, but there was a decrease in family settlement around the old nuclei—where there was a high population ratio of single workers and older persons. Induced settlement in the form of new housing estates had speeded the population regionalism, and it increased the danger of over-building elementary schools if birth rates should fall considerably in future years. An epilogue to the outward movement in the location pattern was the sale of C.P.R. land in the central area and the emergence there of a new residential core, with planned schools and shopping centre. The new residential heart of the City was approximately three miles south of the original nucleus on Burrard Inlet, and its new secondary school location immediately south of the old pioneer high school. / Arts, Faculty of / Geography, Department of / Graduate

Urban School Boards and City Councils in British Columbia worked in tandem with provincial officials in Victoria to expand the state school system in the 1890s. In discharging their responsibilities, the Boards functioned with considerable independence. They built and maintained schools, appointed and ranked teachers, and organized students. During the course of the decade, City Councils acquired the responsibility for school finance. Nineteenth-century British Columbia education history, written from a centralist perspective, has articulated the idea of a dominant centre and subordinate localities, but this interpretation is not sufficient to explain the development of public schooling in Nanaimo hi the 1890s. The centralist interpretation does not allow for the real historical complexity of the school system. Neither does it accommodate the possibility of successful local resistance to central initiatives, nor the extent to which public schooling was produced locally. It is important, then, to examine what kind of context Nanaimo constituted for state schooling in the last years of the century. This study concludes that civic leaders and significant interest groups in the community believed schooling played an important boundary making role in forging civic, racial, gender, and occupational identities. In carrying out their interlocking responsibilities for providing physical space and organizing teachers and students, the Nanaimo School Trustees created opportunities for local girls and, within limits, for women. The Trustees limited opportunities for local men, and went outside the community for men who had the professional credentials which were increasingly desirable in the late-nineteenth century. Both the traditions of self-help and the imperatives of corporate capitalism intersected in school production in late-nineteenth century Nanaimo. The focus on securing identities through the differentiating processes of boundaries and hierarchies which was evident in Nanaimo was typical of a wider colonial discourse at the end of the nineteenth century. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study was to explore the relationship between money spent on technology hardware, software, and training on district-wide achievement as measured by Texas standardized achievement tests, the Scholastic Aptitude Test (SAT), and the American College Test (ACT). A series of studies were carried out to develop a model of the relationship between Texas district TAKS, TAAS, ACT, and SAT scores for all subjects and district expenditures on technology hardware, technology software, and technology training. The findings of this study showed that although the mixture of uneven distribution of training, incentives, and equipment in these Texas districts clouds the issue of effective integration as it does for all districts (Anderson & Becker, 1998), and the mean level of per pupil technology expenditure for participating districts is of an amount ($192 per student) deemed unlikely to have substantial impact on student outcomes (Anderson & Becker, 1998), there are strong positive links between levels of expenditure and student achievement on the Texas Assessment of Knowledge and Skills and the American College Test that indicate that establishing guidelines for levels of expenditure, schedules of acquisition of materials and equipment, and timeframes for training and implementation may be vital to the success of technology integration in these districts and potentially for all districts in the nation. More study into effective funding levels, schedules of acquisition of materials and equipment, and timeframes of implementation is necessary to create truly successful programs of technology integration in school districts.

Orientador: Pedro Ganzeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T16:39:33Z (GMT). No. of bitstreams: 1 FagundesJunior_SergioJose_M.pdf: 46506805 bytes, checksum: e41c42acad29901f63551fc252e3e67d (MD5) Previous issue date: 2011 / Resumo: A gestão democrática da escola pública é de fundamental importância para a construção de uma sociedade igualitária e justa. O envolvimento de toda a comunidade escolar nos processos de decisão, tanto nos aspectos pedagógicos como nos administrativos, apresenta-se como um fator necessário para a gestão democrática na escola. Assim, este trabalho busca analisar a implementação de uma política municipal de educação, na cidade de Bragança Paulista, no período de 2006 a 2009, a qual se propôs à construção da escola democrática. Utilizamos como procedimento metodológico a análise de um programa de gestão para a Rede Municipal de Educação que teve como objetivo implantar a gestão democrática. Nossa análise verificou a presença de incongruências entre o proclamado e a realidade observada. / Abstract: The democratic management of public schools is crucial to building an egalitarian and fair society. The involvement of the whole school community in the decision-making, both in teaching and administration aspects, is presented as a necessary factor for the democratic management at school, so this paper seeks to examine the implementation of a city policy of education, in the city of Bragança Paulista, in the period of 2006 through 2009 which proposed the construction of a democratic school. We used as a methodological procedure the analysis of a management program for the Municipal Education Network aimed to implement democratic management. Our analysis showed the presence of inconsistencies between the announced and observed reality. / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

Orientador: Silvio Ancizar Sanchez Gamboa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T16:29:04Z (GMT). No. of bitstreams: 1 Oliveira_FernandoHenriqueCavalcantede_D.pdf: 1950463 bytes, checksum: 140e204b6b61745c3476daa93ac56dfe (MD5) Previous issue date: 2011 / Resumo: Este trabalho concentra-se no estudo da disciplina de Ensino Religioso na escola pública no Brasil, visando compreender os discursos, trajetórias, percalços e novos horizontes que se permitem conquistar, à luz das propostas e práticas pedagógicas vivenciadas através dos livros didáticos e de pesquisas realizadas no espaço escolar através de pesquisadores. A trajetória histórica da formação de nossa nação traz suas marcas na abordagem de um modelo de Ensino Religioso presente na contemporaneidade de nossas escolas, através da presença da religião oficial no Estado brasileiro, quando Colônia, Império e concomitante na República em suas primeiras décadas. Essa mesma trajetória, obteve como conquistas na década de 90, legislações e emendas de nossa Constituição, como também de políticas públicas das secretarias estaduais de educação para um melhor desempenho do Ensino Religioso frente à diversidade cultural e o pluralismo religioso presente em nossa sociedade. Buscando identificar essa trajetória de legislação que perpassa o nosso território brasileiro, com seus percalços e crises quanto à didática e componentes curriculares da presente disciplina, ancoramos no clássico pedagógico - Didática Magna de João Amós Comenius (1592-1670), na busca de um referencial teórico que pudesse-nos abrir novos horizontes e possibilidades de constituir em nossas escolas, uma prática que esteja à altura da realidade cultural e social que estamos inseridos, e que emergiram nossos pais e patrícios. A pedagogia comeniana implanta uma série de dispositivos discursivos sem os quais é praticamente impossível compreender a maior parte das posições pedagógicas atuais, e suas crises políticas no campo da legislação e práticas da disciplina no âmbito de nossas escolas públicas,sejam nas disciplinas cotidianas, seja no campo do Ensino Religioso, defendido aqui, como importante constituinte de nossa formação de vida, pedagógica e cultural, por trazer sua contribuição para pensar-se o ethos e o ser cidadão(ã). / Abstract: This work focuses on the study of the discipline of Religious Teaching in public schools in Brazil to understand the speeches, paths, pitfalls and new horizons which allow gain in light of the proposed pedagogical practices and experienced through the textbooks and surveys carried out at school by researchers. The history of our nation's constitution, bringing their brands in the approach of a model of Religious Teaching in the contemporary present in our schools, through the presence of religion in the Brazilian State, as Cologne, Empire and the concomitant Republic in its first decades. This same trend was obtained as achievements in the 90's, amendments and laws of our Constitution, as well as public politics of state boards of education for a better performance of Religious Teaching for the cultural diversity and religious pluralism in our present society. Trying to identify this trajectory of legislation that goes through our Brazilian territory, with its setbacks and crises as the teaching and curriculum components of this discipline, we anchored in the classic teaching - Great Didactic of John Amos Comenius(1592-1670), in search of a theoretical referential that we could open up new horizons and possibilities to build up in our schools, a practice that is up to the cultural and social realities which we operate and that our parents and fellow emerged. The comenian education deploys a series of discursive devices without which it is virtually impossible to understand the most current pedagogical positions, and political crisis in the field of legislation and practice of discipline within our public schools are as disciplines of daily life, or as in field of Religious Teaching, advocated here as an important component of our education of life, educational and cultural contribution by bringing to think about the ethos and be a citizen. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação