Title: As práticas docentes e a questão religiosa: elementos de comparação entre Brasil e França
Abstract: The purpose of this research is to identify and analyze the teachers' dispositions and logic of actions when faced with a situation related to the religious question in two countries that define themselves as secular, such as Brazil and France.This is an ethnographic-inspired study which mobilizes a comparative education perspective.The research is situated within the field of the Sociology of Education and uses the sociology of socialization and pragmatic sociology as the main theoretical frameworks.Therefore, we analyze the provisions and principles of justice in the practice of Brazilian and French teachers at public colleges.Thus, the questions that motivated the research are: how do teachers deal with a situation involving the religious question?Why do they act this way?What logic(s) of action are mobilized in teaching practices?Which dispositions contribute to the "choice" of the logic of action?How do social configurations influence teaching practice with regard to the religious question?Are there differences between the teaching practice related to situations involving the religious question and the teaching practice itself?To answer these questions, approximately thirty interviews were conducted with Brazilian and French teachers and three public institutions were part of a field observation (two institutions in Brazil and one in France), the two methods giving access to the description of professional situations concerning religions.The liberal logic identified in the practices of Brazilian teachers and the civic logic favored in France in situations involving the religious question are different ways to guarantee secularism.Regarding teachers' dispositions, we have identified hybrid dispositions in Brazilian actions and professional dispositions in the French teaching practice.Finally, we have brought to light a logic of action peculiar to the teaching profession in both countries, what we call the teaching logic.