This study aims to reveal how religious education in formal educational institutions in Brazil has transformed over time, considering its historical experience. In this context, the study explores who the key actors in the religious education processes have been, the distinctive features of current practices in this field, and the aspects of the subject that continue to be debated today. The study employs document analysis and literature review methods. Since there is no independent study published in Turkish on the subject, the text has been mainly based on legal texts and official documents published in Brazil, as well as academic sources written in foreign languages. The study initially provides information about the relationship between religion and the state in Brazil, as well as the general education system. Then, it addresses the historical background and legal basis of religious education. Current issues related to religious education are discussed mainly under the headings of religious education in public and private schools, approaches to religious education, and teacher training. Finally, the study touched on the current debates in the field of formal religious education in Brazil. The study found that in Brazil, which is governed by a federal system, there are significant differences in approaches and practices of religious education among the states. Efforts have been made to develop a common understanding over time, and the Permanent National Forum on Religious Education (FONAPER) has played an active role in the process. Additionally, with the National Common Curricular Base (BNCC) finalized in 2018, an attempt has been made to establish a common framework for religious education alongside all other fields of instruction. Despite all these efforts, it has been observed that there are still issues in reflecting the theoretical framework into practice. Additionally, it has been determined that the Catholic Church still plays a decisive role in the field of religious education in Brazil and that current debates related to religious education predominantly focus on this point. As a result of the multicultural societal structure and the understanding of secularism, a shift from a denominational approach to a phenomenological one in religious education has been determined.
