<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100106</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698235147</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UM EXAME DO ESTADO DA ARTE SOBRE ENSINO RELIGIOSO NO BRASIL EM PERIÓDICOS ACADÊMICOS (2012-2017)]]></article-title>
<article-title xml:lang="en"><![CDATA[AN EXAMINATION OF THE STATE OF ART IN ACADEMIC PUBLICATIONS ON RELIGIOUS EDUCATION IN BRAZIL (2012-2017)]]></article-title>
<article-title xml:lang="es"><![CDATA[UN EXAMEN DEL ESTADO DEL ARTE EN PUBLICACIONES ACADÉMICAS SOBRE EDUCACIÓN RELIGIOSA EN BRASIL (2012-2017)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VARGAS]]></surname>
<given-names><![CDATA[EVANDRO FRANCISCO MARQUES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINHO]]></surname>
<given-names><![CDATA[LEANDRO GARCIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense  ]]></institution>
<addr-line><![CDATA[Campos dos Goytacazes, Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Norte Fluminense  ]]></institution>
<addr-line><![CDATA[ampos dos Goytacazes, Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Na área da História da Educação, a temática do Ensino Religioso move debates acalorados. Este artigo toma, por questão de estudo, como vêm se delineando as produções em periódicos científicos, voltadas para a discussão do ensino religioso no Brasil, a partir de suas legislações específicas. Para tal, um levantamento foi realizado na base de dados do portal de periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior; e, a partir dos artigos publicados no quinquênio 2012 a 2017, fez-se o esforço de realização de um estado da arte sobre o tema. A conclusão é que os artigos selecionados desvelam os limites e desafios à laicidade ao fazer da regulamentação do ensino religioso e sua implantação, um mecanismo de regulação da religião na esfera pública educacional. Todavia, sobressai, no resultado de nossa análise, que o processo de escolarização do ensino religioso passa por um momento ímpar na busca de afirmação curricular e reconstrução epistemológica, motivado pela positivação legal, que veda o proselitismo, e dá aporte para a discussão de temáticas e fenômenos que incorrem na realidade concreta em que se move a cultura escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In the area of the History of Education, the theme of Religious Education moves heated debates. This article takes as a matter of study how the productions in academic journals focused on the discussion of religious education in Brazil have been delineated from their specific legislations. To this end, a survey was conducted in the database of the portal of journals of the Coordination of Improvement of Higher Level Personnel and from the articles published in the five years 2012 to 2017 made the effort to achieve a state of the art on the subject. The conclusion is that the selected articles unveil the limits and challenges to secularism by making the regulation of religious teaching and its implementation a mechanism for the regulation of religion in the public educational sphere. However, it is highlighted in the result of our analysis that the process of schooling of religious education goes through a unique moment in the search for curricular affirmation and epistemological reconstruction motivated by legal positivation, which prohibits proselytism, and gives support to the discussion of themes and phenomena that they incur the concrete reality in which the school culture moves.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: En el área de la Historia de la Educación, el tema de la Educación Religiosa mueve debates acalorados. Este artículo toma como cuestión de estudio cómo las producciones en revistas académicas centradas en la discusión de la educación religiosa en Brasil se han delineado a partir de sus legislaciones específicas. Con este fin, se realizó una encuesta en la base de datos del portal de revistas de la Coordinación de Mejoramiento del Personal de Nivel Superior y de los artículos publicados en los cinco años 2012 a 2017 se hizo un esfuerzo para lograr un estado del arte en el tema. La conclusión es que los artículos seleccionados revelan los límites y desafíos para el secularismo al hacer que la regulación de la enseñanza religiosa y su implementación sea un mecanismo para la regulación de la religión en la esfera educativa pública. Sin embargo, se destaca en el resultado de nuestro análisis que el proceso de escolarización de la educación religiosa atraviesa un momento único en la búsqueda de la afirmación curricular y la reconstrucción epistemológica motivada por la positividad legal, que prohíbe el proselitismo y apoya la discusión de temas. y fenómenos en los que incurren en la realidad concreta en la que se mueve la cultura escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino religioso]]></kwd>
<kwd lng="pt"><![CDATA[legislação]]></kwd>
<kwd lng="pt"><![CDATA[laicidade]]></kwd>
<kwd lng="en"><![CDATA[Religious education]]></kwd>
<kwd lng="en"><![CDATA[legislation]]></kwd>
<kwd lng="en"><![CDATA[secularism]]></kwd>
<kwd lng="es"><![CDATA[Educación religiosa]]></kwd>
<kwd lng="es"><![CDATA[legislación]]></kwd>
<kwd lng="es"><![CDATA[laicidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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