Aproximações entre os componentes curriculares de Matemática e Ensino Religioso: contribuições para um currículo muiticultural em Vila Velha - ES

Abstract

This Study aims to investigate the similarities between the Curricular components of Mathematics and Religious Education and their contributions to a Multicultural Curriculum in Vila Velha/ES. Through bibliographical and documentary research, we carried out a theoretical review in search of authors who could reference the critical multicultural curriculum from an interdisciplinary and transdisciplinary perspective that dialogued with the principles of the Science of Religion. We found in the works of Tomaz Tadeu da Silva, Ole Skovsmose, Emerson Silveira, and Sérgio Junqueira premises and arguments that unfolded in the problem question of this dissertation: how the multicultural curriculum is proposed in the curricular documents of the municipality of Vila Velha, in the sense to point out possible approximations between the curricular component of Mathematics and Religious Education for teachers who work with classes in the final years of fundamental education from the 6th to the 9th (sixth to ninth) year? In the search for answers, the general objective was: to identify whether the curriculum conceptions of the Vila Velha teaching network propose multicultural possibilities in relation to the classes of the curricular components of Mathematics and Religious Education for the classes of the final years of elementary school, that is from the 6th to the 9th (sixth to the ninth) year and the following specific objectives: a) to know the concepts of multicultural curriculum; b) briefly present the course of the Religious Education component in Brazilian education; c) mapping the curriculum documents of the Vila Velha education network; d) Find out what teachers of Mathematics and Religious Education think about the critical multicultural curriculum in schools in region III (three) of this municipality. As a final result, a set of three suggestions and a guide with an emphasis on interdisciplinarity and transdisciplinarity between Mathematics and Religious Education is proposed, which has as a guiding axis of the pedagogical work the rights of children and adolescents, involving the skills and competences of both curricular components addressed in this study.