<?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>S0102-46981993000100008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino religioso escolar na Itália fascista e no Brasil (1930-45)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Horta]]></surname>
<given-names><![CDATA[José Silvério Baia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>1993</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>1993</year>
</pub-date>
<numero>17</numero>
<fpage>64</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46981993000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46981993000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46981993000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo pretendemos discutir duas afirmações que se fazem sempre presentes quando os historiadores da educação brasileira procuram explicar os motivos que levaram à reintrodução do ensino religioso escolar no Brasil no início da década de 30. Alguns historiadores vêem essa medida como uma simples estratégia política de Vargas no sentido de cooptar a Igreja Católica e obter o seu apoio: outros situam-na entre as conseqüências de uma possível influência do regime fascista italiano e da Reforma Getúlio sobre o sistema escolar brasileiro no primeiro Governo Vargas. Para discutir essas afirmações, analisaremos a posição do Estado e da Igreja com relação a presença do ensino religioso nas escolas públicas na Itália fascista e no Brasil. Procuraremos mostrar que a retomada do ensino religioso escolar no período autoritário que se seguiu à Revolução de 1930 tem, na perspectiva do Estado, uma dimensão ideológica precisa e inscreve-se, na perspectiva da Igreja, entre os mecanismos por ela utilizados para garantir sua influência sobre as classes populares urbanas em processo de formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this article we intend to discuss two assertions which are normally made when historians of the Brazilian education try to explain the reasons leading to the re-introduction of the teaching of religion in Brazilian schools in the beginning of the thirties. Some historians see this decision simply as one of Vargas’ political strategy with the aim of co-opting the Catholic Church to eventually gain its support. Others see the decision among the consequences of a possible influence from both the Italian Fascist regime and Gentile Reform on the Brazilian school system in the first part of Vargas governing period. To discourse these two assertions we will analyze the position of both the State and the Church in relation to the presence of religion teaching in the public schools of Fascist Italy and of Brazil as well. There will be an attempt to demonstrate that the re-introduction of religion teaching into our schools during the authoritarian period following the Revolution of 1930 can be seen from two different perspectives. From the perspective of the State, it is a precise ideological position, while from the viewpoint of the Church, it is among the mechanisms it has made use of to guarantee its influence on the popular urban classes which were in the process of being shaped at that time.]]></p></abstract>
</article-meta>
</front><body><![CDATA[   <font face="Arial, Helvetica, sans-serif">  <h2>O ensino religioso escolar na Itália fascista e no Brasil (1930-45).</h2>     <p>&nbsp;</p> <h4>José Silvério Baia Horta</h4> </font>      ]]></body>
</article>
