<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822022000100222</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2022.1.38054</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino religioso na educação integral: contribuições metodológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Religious teaching in integral education: methodological contributions]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza religiosa en educación integral: aportes metodológicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brasil]]></surname>
<given-names><![CDATA[Taciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Estado da Educação de Minas Gerais Fórum Nacional Permanente do Ensino Religioso ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>45</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822022000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822022000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822022000100222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No Brasil, os princípios da educação integral têm se tornado um paradigma para as políticas educacionais e práticas escolares. Todos os conteúdos devem colaborar para que esse princípio seja levado a efeito. Existe, porém, um desafio em particular: o ensino religioso. Este conteúdo historicamente foi utilizado com interesses políticos para imposição da religião hegemônica. Porém, a Base Nacional Comum Curricular lhe confere uma nova possibilidade, em que é utilizado para reforçar a diversidade e a liberdade religiosa. Através de pesquisa documental e bibliográfica, este artigo discute possibilidades para a colaboração deste novo modelo de ensino religioso em um contexto de educação integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: At Brazil, the principles of Integral Education have become a paradigm for educational policies and school practices. All content must collaborate so that this principle is carried out. However, there is a particular challenge: Religious Education. This curriculum content has historically been used with political interests to impose hegemonic religion. However, the Common Base National Curriculum gives it a new possibility, in which it is used to reinforce diversity and religious freedom. Through documentary and bibliographic research, this article discusses possibilities to the collaboration of this new model of Religious Education in a context of integral education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En Brasil, los principios de la Educación Integral se han convertido en un paradigma para las políticas educativas y las prácticas escolares. Todo el contenido debe colaborar para que este principio se lleve a cabo. Sin embargo, hay un desafío particular: la Enseñanza Religiosa. Este contenido curricular se ha utilizado históricamente con intereses políticos para imponer la religión hegemónica. Sin embargo, la Base Curricular Nacional Común le brinda una nueva posibilidad, en la que se utiliza para reforzar la diversidad y la libertad religiosa. A través de la investigación documental y bibliográfica, este artículo analiza las posibilidades de colaboración de este nuevo modelo de Enseñanza Religiosa en un contexto de educación integral.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação integral]]></kwd>
<kwd lng="pt"><![CDATA[ensino religioso]]></kwd>
<kwd lng="pt"><![CDATA[base nacional comum curricular]]></kwd>
<kwd lng="en"><![CDATA[integral education]]></kwd>
<kwd lng="en"><![CDATA[religious education]]></kwd>
<kwd lng="en"><![CDATA[common base national curriculum]]></kwd>
<kwd lng="es"><![CDATA[educación integral]]></kwd>
<kwd lng="es"><![CDATA[enseñanza religiosa]]></kwd>
<kwd lng="es"><![CDATA[base curricular nacional común]]></kwd>
</kwd-group>
</article-meta>
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<surname><![CDATA[Viesser]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Um paradigma didático para o ensino religioso]]></source>
<year>1994</year>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
