Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-09-13T17:02:28Z No. of bitstreams: 1 Jose Antonio.pdf: 1915237 bytes, checksum: 9bb4783cbaeae39698926fc3ec0f7fca (MD5) / Made available in DSpace on 2016-09-13T17:02:28Z (GMT). No. of bitstreams: 1 Jose Antonio.pdf: 1915237 bytes, checksum: 9bb4783cbaeae39698926fc3ec0f7fca (MD5) Previous issue date: 2016-03-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Studying the historical evolution and taking an overview of the religious education in Brazil, we today face the problem of the exclusion of two different types of view on its treatment on public schools: or should it exist the "confessional" religious teaching, or it shouldn't exist at all. Overcoming the view of the laicity as an abstention when affirming that the religious, on its own definition, doesn't concern us nor even the science, and admitting a laicity of intelligence when we defend that is our duty or even the duty of science to understand it as a human and social expression, the teaching of the religious phenomenon can overcome these two views with the use of a strong epistemological basis for this area of knowledge, as fixed in our Constitution. It guarantees the respect to the diversity and the cultural plurality of the brazilian society and it contributes to the comprehension of the religious phenomenon as a "cultural object". It is capable of support practices of a teaching of the religious phenomenon in a secular education system, without prejudicing its laicity - on the contrary, it can actually go on its behalf. The secular education focusing on the formation of a citizen cannot ignore the existance of religions for its strong presence and for its role in a society. It is needed to critically decrypt the religions representations and its practices in name of a more constructive cohabitation between people and extract values from the religious traditions that can contribute with the human life on its plenitude. This model of teaching the religion as an anthropological, social and cultural phenomenon can even perform a specific role on what concerns the knowledge of oneself (identity) and also on what regards the acceptation of the different (alterity), pointing to the construction of ethic values and the notion of being a citizen. This research is based on a great bibliographic raising data and interviews with specialists on secularization, laicity and on religious teaching, all based on Régis Debray's proposal adopted in France. It leads us to conclude that the teaching of the religious phenomenon in Brazil's public schools is not only necessary, but indispensable if we want an education that contributes to the formation of our students in a solidary living. / Ao estudarmos a evolução histórica e o panorama atual do ensino religioso no Brasil, nos deparamos hoje com o problema da exclusão mútua de duas visões do seu tratamento na escola pública: ou deve existir o ensino religioso confessional ou não deve existir nenhum tipo de ensino religioso. Superando uma visão de laicidade de abstenção ao afirmar que o religioso, por definição, não nos diz respeito ou não diz respeito à ciência, e admitindo uma laicidade de inteligência ao defender que é nosso dever ou dever da ciência compreendê-lo como expressão humana e social, o ensino do fenômeno religioso pode superar essas duas visões, a partir de uma base epistemológica sólida para esta área de conhecimento, como já é prevista pela nossa legislação. Ele garante o respeito à diversidade e à pluralidade cultural da sociedade brasileira e contribui para a compreensão do fenômeno religioso como “objeto de cultura”. Ele é capaz de subsidiar práticas de ensino do fenômeno religioso no sistema de ensino laico, sem prejuízo de sua laicidade, mas a favor dela. A educação laica para a cidadania não pode ignorar as religiões pela sua forte presença e função na sociedade. É preciso decodificar criticamente as representações e práticas religiosas em nome da convivência mais construtiva entre as pessoas e extrair das tradições religiosas valores que contribuam para a vida humana na sua plenitude. Este modelo de ensinar a religião como fenômeno antropológico, social e cultural pode ainda cumprir uma função específica no que se refere ao conhecimento de si mesmo (identidade) e do outro para a aceitação do diferente (alteridade) apontando para a construção de valores éticos e de cidadania. Esta pesquisa se baseia em um grande levantamento bibliográfico e entrevistas com especialistas em laicidade e ensino do religioso a partir da proposta de Régis Debray adotada na França. Ela nos leva a concluir que o ensino do fenômeno religioso na escola pública do Brasil não é apenas necessário, mas até indispensável, se queremos uma educação que contribua para a formação dos nossos alunos e alunas para a convivência solidária.

Cette thèse porte sur la construction médiatique de « l’affaire de la burqa » (2009-2010) et la problématisation scientifique de « l’affaire du foulard » (1989-2004) en France. Ces débats s’inscrivent dans une actualité marquée par l’émergence de projets d’interdiction du voile islamique dans les crèches (2008-2015), sorties scolaires (2007-2013), entreprises et universités (2013-2015). Des faits divers aux lois, les affaires du foulard et de la burqa mettent au jour la conversion des débats médiatiques en affaires nationales, nous informant alors sur la construction d’un agenda juridique autour des signes de l’islam. Au regard de ce contexte, ce travail interroge la manière dont la mise en visibilité médiatique accrue du voile participe à la reconfiguration des espaces publics. Dans une approche sémiotique en communication, appuyée sur les méthodes d’analyse de l’image et des discours, ce travail conjugue l’étude de « l’affaire de la burqa » dans la presse et « l’affaire du foulard » dans les revues en SHS. L’articulation des arènes médiatique et scientifique se fait dans une perspective de recherche « archéologique » consistant à lire l’actualité (« affaire de la burqa ») à la lumière d’un savoir scientifique sédimenté durant vingt ans de publication en SHS sur « l’affaire du foulard ». Cette étude démontre que « l’affaire du foulard » a inauguré une problématique au sujet de la visibilité islamique, tandis que « l’affaire de la burqa » a posé une question inédite sur la spatialité des signes de l’islam. Ce travail a mis au jour deux paradigmes d’analyse (visibilité-spatialité) devenus aujourd’hui centraux pour la recherche en SHS portant sur le voile ou le fait religieux islamique sous le prisme des médias. / This thesis focuses on the media construction of the "burqa affair" (2009-2010) and the scientific problematization of the "headscarf affair" (1989-2004) in France. These public debates are part of media and scientific current events marked by the emergence of many projects banning the Islamic veil in nurseries (2008-2015), school trips (2007-2013), enterprises and universities (2013-2015). From news stories to laws, headscarf and burqa affairs reveals the conversion of media controversies into national issues, informing us about building a legal agenda around the signs of Islam. Given this context, this work examines how the increased media setting of Islamic veils visibility takes part in the redefinition of public spaces. In a semiotics approach, based on methods of image and discourse analysis, this work combines the study of the "burqa affair" through the press and the "headscarf affair" through the Humanities and Social Sciences journals. The articulation of mediatic and scientific arenas is approached from an "archaeological" perspective consisting of reading recent news events ("burqa affair") in the light of a scientific-knowledge sedimented during twenty years of HSS publications on "headscarf affair". This study demonstrates that the "headscarf affair" has opened a problematic view in relation to the Islamic visibility, while the "burqa affair" has set a new question on the spatiality of the signs of Islam. This work has enable to update two analytical paradigms – visibility and spatiality – that became central to contemporary research in HSS regarding the issue of the veil or Islam through the prism of the media.