ENSINO RELIGIOSO E ALUNOS(AS) COM DEFICIÊNCIA NA ESCOLA UMEF SENADOR JOÃO DE MEDEIROS CALMON, VILA VELHA - ES

Abstract

This research aims to provide contextualization of inclusive religious education. Analyzing the approach to the theme of defining religious education and its importance in the holistic development of students was not an easy task. This curriculum component doesn't just explore the school environment; it goes beyond that, as it encompasses issues that extend beyond educational institutions. Throughout the history of religious education, we observe that it is intertwined with political tensions, encompassing negotiations between religion and the state, as well as pedagogical, legal, epistemic, and religious aspects. Thus, this dissertation proposes the development of the theme of Religious Education and students with disabilities at UMEF Senador João de Medeiros Calmon School, Vila Velha, ES. The primary objectives are to analyze religious education in an inclusive context, considering its complexity, social contributions, legislations, and the reality of the researched institution. This research takes into account the challenges faced by students with disabilities and the relevance of inclusive religious education for all. It also examines the relationship with the study of religion as an essential field of knowledge and its contribution to teacher training for effective direction of the religious education curriculum. To navigate this path, the main points of reflection were: the definition of inclusive religious education and its importance in the comprehensive development of students; the significance of inclusive pedagogical practices in religious education (such as adapting lesson plans, using inclusive teaching resources, adapted assessments, flexible methods and criteria that consider students' abilities); and respect for the religious, cultural, and social diversity of each student. The main conclusions drawn from this research indicate the importance of adopting the Religious Studies Model as an indispensable element in understanding religious education as a field of knowledge. This model guides teachers' practices, providing crucial support to overcome challenges and ensure that all students have access to inclusive and high-quality religious education.