ENSINO RELIGIOSO CURRICULAR NO MUNICIPIO DE CARIACICA: DA PROPOSTA AOS REGISTROS DOCENTES NA EMEF “PROFESSOR CERQUEI-RA LIMA

Abstract

The curriculum is not something static and contextualizes the changes in the context of which it is inserted. It is part of the experiences in the school routine, in a pedagogical effort, that develop around knowledge, in the social relations that collaborate for the formation of the students' identities. This research analyzes the implementation of Religious Education in a municipal public school, considering the Curriculum Guidelines of the Municipality of Cari-acica (DCMC), and the analysis of documents and bibliographic research. In the bibliographic research it is possible to observe that the educational system of the municipality of Ca-riacica is a reflection of the Brazilian history since the colonial period, being exposed the socio-political developments leading the municipality to have initiatives for the development of an educational system aimed at training for the citizenship, and how was the insertion of Reli-gious Education in this curricular proposal. Based on the analysis of the records in the class diaries of EMEF Professor Cerqueira Lima, from the years 2015, 2017 and 2018, it was possi-ble to see how the guiding curriculum helped in conducting a work proposal that was more consistent with the idea of A more democratic education respects and values differences. The documentary analysis of the class diaries identified a parameter of the daily practices of Reli-gious Education in the years 2015, 2017 and 2018 of the municipality of Cariacica, which made it possible to recognize the main barriers in the process of developing the curriculum in the context practice school. This enabled a reflection on the trajectory of the practice of Reli-gious Education in Brazil, which leave legacies that are still obstacles to the proposal of the DCMC. As a theoretical basis for this research, the discussion on multiculturalism / intercul-tural and historical-critical pedagogy was used as a way to systematize the socialization of knowledge based on the relations between theory and practice, which provides intellectual growth and that makes social reality understand. As a methodology, the conception of docu-mentary research, brought mechanisms used in educational research projects, including at the pedagogical level, which promoted conditions for better analysis.