83), it would be the development of the critical thought. A time that the pupil ' ' it needs to have the ability to reflect in its decisions and choices, as well as emitting critical judgment above all what it sees to its redor? in the research and day-by-day? always based on solid arguments and with spirit of aprendizado' '. White (1994, P. 140), above endorses the idea when affirming that: The professors must induce the pupils to think, and to understand clearly the truth by themselves. He is not enough to master to explain, or to the pupil to believe; he fulfills to excite the spirit of inquiry, and the pupil to be attracted to enunciate the truth in its proper language, being thus become evident that he sees the force to it and he makes the application. For laborious efforts, the vital truths must thus be recorded in the spirit. Perhaps this is a slow process; it is, however, more valuable of what passing running on important subjects, without the had consideration.
A understood time the religiosidade human being, as, throughout the educational history of our country, was dealt with the subject religious education? Description of Religious Ensino in Brazil Perceiving the secularizao of the culture, laity of the State, the reality partner-antropolgica of the multiple creeds, an excellent question trona: It is ability of the school if to pledge in the religious formation of the pupil? The reply it is found positively in Brazilian educational history, when we see the subject of Religious Ensino pontuado since the times of the Empire. If in the past Religious Ensino a eclesial element in the school was considered, for the type of treatment that was given to it, efforts has been envidados in the direction to assure it as normal element of the pertaining to school system. For this Education does not have to be understood Religious as the education of a religion in the school, but yes one disciplines centered in the religious anthropology.