A (IN) TOLERÂNCIA RELIGIOSA: UMA REFLEXÃO SOBRE SÍMBOLOS RELIGIOSOS NO CONTEXTO DA ESCOLA PÚBLICA

Abstract

Nowadays, thinking about tolerance and intolerance is indispensable. Tolerance is compromised with integrity, and when it is worked out in the school environment, it disseminates peace, mediating all forms of relationships, and making it possible to build respect. The goal of this study is to present the school as a public space of experience and plurality, but also as a place where intolerant attitudes between teachers and students occur. However, it is possible to verify that in many of them, whether public or private, have Christian religious symbols, pointing to Christianity as a majority religion. The state is laic and, consequently, the school is also secular. That is an indication that it is not possible to practice only a religious indoctrination, it is necessary to understand that all of them need to have their space. Therefore, this research begins with the daily pedagogical experience and the questions of how to deal with situations that promote religious intolerance. The public school context is marked by diversity and religious and cultural plurality. It is necessary to be clear that the Brazilian public school is where this social and cultural plurality takes place and is the place where tolerance should be praised, expressed as respect for the different, including the diversity of religious symbols. Besides, it is necessary to reflect on concrete pedagogical actions, such as innovative practices, that are capable of overcoming religious intolerance. For Paulo Freire, the School is considered a free public space in the construction of knowledge, which is the best way for dialogue. Dialoguing allows respect for the values of each one, having as a contribution the formation of the individual for the transformation of society, in the sense of making it less unequal and more democratic, thus overcoming religious intolerance. The dissertation is based on bibliographical, documentary research and is based on the see, judge and act method.