TOLERÂNCIA RELIGIOSA NAS PRÁTICAS CURRICULARES DE ARTE DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL DA REDE MUNICIPAL DE ENSINO DE VILA VELHA/ES

Abstract

The stud of religious tolerance in the curricular practices of Art in the early years of Elementary School of the municipal education system of Vila Velha/ES, since it is known that since the curricular component of Art was still considered and worked on in a perspective of Arts Education that themes related to culture, ethnic-racial relationship and religiosity form discussions that permeate the social and personal ideologies of the public power and teachers, respectively. Based on this premise, through bibliographical and documentary research it was possible to investigate how the theme (in)tolerance of religion is described in the pedagogical curriculum of Art classes and to suggest the use of Ana Mae Barbosa's triangular approach as a proposal to prevention of conflicts caused by religious intolerance in Art classes for Elementary School. The main objective was to verify if the Art classes contemplate the multiculturality and religious plurality in the curricular practices of Art in the early years of elementary school of that education network and in the investigation path it was possible to observe that: overcoming religious intolerance, it permeates the fact that, through art, the process of learning is related to its integral education, the fact that by helping to develop other areas of knowledge, through motor skills, emotional and cognitive aspects, in addition to the ability to imagine, creating and interpreting, the student learns about diversity and overcomes the possibilities of prejudiced attitudes. However, such exercise should permeate all levels and stages of education, as well as all established socio-political layers, so that the process of recognizing the cultural and religious wealth existing among peoples would be synonymous with peace and tolerance. It can also be inferred that the pedagogical work with the use of Ana Mae Barbosa's triangular approach favors the prevention of religious prejudice while valuing memory, characteristics, customs etc., because knowledge about art as a tradition promotes awareness about the existing religious and cultural diversity through dialogic and meaningful learning.