Laicidade e educação: as interferências político-religiosas que permearam a elaboração do plano municipal de educação do município de Toledo/PR

Abstract

This study analyzes the complex relationship between secularism and education in the municipality of Toledo/PR, with a focus on political-religious interferences in the Municipal Education Plan (PME). The research investigates how conservative politics, based on religious values and conservative morals, can compromise the emancipatory function of schools, essential to promote autonomy and full citizenship. The general objective of the research is to understand how the influences of religious groups, political associations and the printing press affect the secularism of the educational system in Toledo, seeking to identify the mechanisms by which ideologies and religious beliefs are incorporated or challenged in educational practices. The research uses dialectical historical materialism as its method of analysis and documentary analysis as its main strategy. The documents analyzed include the PME of 2015, meeting minutes of the Toledo Municipal Education Council, political campaign materials, journal articles and blogs, as well as laws and decrees relevant to the topic. The research results show evidence of tensions and disputes surrounding secularism in education in Toledo, with religious and conservative groups seeking to influence educational policies and promote specific values, mainly related to "gender ideology." This analysis reveals the existence of a close debate, with different perspectives on the role of schools in society and on how secularism should be applied. The conclusion of this study points to the need to strengthen secularism in education, guaranteeing that the State fulfills its role of protecting the freedom of belief and promoting an inclusive and equitable education for all, without ideological or religious influences that may compromise autonomy and critical training of students. The study also highlights the importance of critical education, the participation of the school community and the debate on secularism and the need for concrete actions to guarantee that the school is a space for dialogue and respect for diversity, guaranteeing the autonomy of teachers and freedom of expression. two students