Teacher knowledge and conceptions of religious education

This article is part of a qualitative research on the impact of training for the effective work of teaching and its relationship with the conception of religious teaching in the Brazilian scenario and seeks to understand this relationship using as reference the teaching knowledge, by Maurice Tardif (2002, 2005). School Religious Education has assumed different legal and pedagogical characteristics in Brazilian history. In this reflection, two elements are significant for understanding School Religious Education: the proposals for teacher education and the conceptions organized throughout the history of Brazilian education. In Brazil, teacher education for religious school presupposes the understanding that religious knowledge does not assume the proposal of faith. The curriculum component can be structured as one of the milestones of reading and interpretation of reality, essential citizen participation in society in an autonomous way. Thus, we assume the perspective of Religious Education from school, as guidance of an articulating process in the classroom, challenging the (re) look at the teaching-learning process.