ENSINO RELIGIOSO E ARTE NA ESCOLA: RELAÇÕES INTERDISCIPLINARES

Abstract

The research analyzes the relationship between religion and Art, with the objective of fostering understandings about interdisciplinarity and its instrumentalization in the curricular component Religious Education, as an innovative and motivating factor in Brazilian schools. Art emerges as a more captivating and creative method of teaching in Religious Education classes and as a bridge of access to interdisciplinary relations. The teaching practice constitutes the professional aspect of the research, which, through the proposed theoretical framework, the concept of interdisciplinarity according to the thought of Ivani Fazenda, can trigger concrete actions of the contents of Religious Education – in a broader and dynamic perspective – to be worked in the classroom in the interrelation with Art. It seeks to answer how to relate interdisciplinarity, with the perception that Art is relevant in the interrelationship between knowledge, in the teaching practice in Religious Education. To this end, interdisciplinarity is approached with the methodology of Religious Teaching to exemplify some ways in which teachers can apply it in the interrelationship with Art. The research methodology is bibliographical, documentary and exploratory, privileging the specialized literature produced in the fields of Education, Art and Studies of Religions and the current legislation that governs national education. In three chapters, which allude to the specific objectives of the research, the relevance of teaching practice in Religious Education is highlighted, the main challenges related to teaching in it and the Studies of Religions are presented as a reference area for this curricular component. Then, the concept of interdisciplinarity in the Studies of Religions and its applicability in Religious Education is discussed, which is important to understand that this curricular component should not be taught in isolation and that the interdisciplinary perspective inserts it as a powerful instrument to overcome the Brazilian education model marked by fragmentation, linearity and disarticulation of knowledge. Finally, two interdisciplinary pedagogical proposals are presented at the interface between Art and Religious Education. The interdisciplinary relations between these two curricular components help pave new paths and horizons in overcoming the traditional models of construction and reconstruction of the contents of Religious Education, so that Art emerges as a creator of bridges to converge the knowledge that involves the religious phenomenon, contributing with better alternatives to resignify the teaching practice in Religious Education.