RELIGIOUS EDUCATION: HISTORY, LEGISLATION, TRAINING, EVOLUTION, AND CHALLENGES

Abstract

The general objective of this study was to analyze Religious Education within the Brazilian educational context, considering its historical development, legal frameworks, integration into educational policies, teacher training processes, and contemporary challenges related to secularism, religious pluralism, and inclusion. The methodology consisted of a qualitative bibliographic review with a descriptive and analytical approach, based on scientific articles, normative documents, and relevant academic publications mainly published between 2010 and 2024. The discussion revealed that, although Religious Education is supported by legal provisions and curricular guidelines that advocate for a secular and plural perspective, its practical implementation still presents ambiguities, particularly regarding the pedagogical identity of the discipline and the initial and continuing education of teachers. The findings indicate that gaps in teacher training and political disputes directly affect the consolidation of democratic and inclusive pedagogical practices. It is concluded that Religious Education holds significant potential to promote ethical education, intercultural dialogue, and a culture of peace, provided it is grounded in consistent public policies, qualified teacher education, and non-confessional pedagogical practices that respect religious diversity.