Cavallin (2021) proposes four ideal types of

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Applied Religious Sciences, namely: modernist ; emancipatory postmodernist ; utilitarian ; and science of religion applied to natural law and human rights . The first approach is based on the European Enlightenment ideal, aiming to guarantee the secularity of the State based on human will and reason, and not on the worldviews of religion. The second approach takes on a more critical character, which not only criticizes the impurity of reason, the religious phenomenon and the Sciences of Religions in their ideological proposals of dominant classes, thus promoting “gender equality and the empowerment and protection of minorities sexual relations within religions” (CAVALLIN, 2021, p. 179). The third approach focuses on the usefulness of the discipline in relation to helping to address urgent issues. The fourth and final approach is based on natural law and human rights (CAVALLIN, 2021, p. 176-180).

The theoretical debate around the Sciences of Religions Applied to the Religious Education curriculum is not new, but it is markedly restricted (COSTA, 2015; SANTOS, 2018; SANTOS; JUNQUEIRA, 2018). The curricular proposal Phone Number List prepared by Costa (2015) is structured around three didactic axes for Religious Education, namely: comparative religions; empirical study of religions; and interfaith conflict and dialogue. According to this author, Religious Education represents a “human cultural-religious production [whose objective consists of] studying all human cultural-religious production from a secular perspective, educated and based on knowledge of the Science of Religion and other academic areas” (COSTA, 2015 , p. 52). Therefore, the methodology of the Sciences of.



Applied Religions needs to preserve its non-negotiable pillars supported by ethical discourse and the stance of methodological agnosticism, without losing sight of two basic principles: interdisciplinarity, which allows the integration of subjects and knowledge presupposed in the process; and the non-normative study of the religious phenomenon, in accordance with its non-negotiable pillars mentioned above (COSTA, 2015, p. 53). Santos' arguments (2018) seek to establish a rapprochement between the Sciences of Religions as a reference for the pedagogical practice of Religious Education and, at the same time, as a didactic transposition. In other words, the author thinks about the Sciences of Religions Applied to the Religious Education curriculum (SANTOS; JUNQUEIRA, 2018; SANTOS, 2018). 5.