DISCURSOS E PRÁTICAS RELIGIOSAS NA EDUCAÇÃO INFANTIL DA REDE MUNICIPAL DE ENSINO DE VIANA: UMA VIA PARA A ESTIGMATIZAÇÃO DAS RELIGIÕES AFRO-BRASILEIRAS

Abstract

The main objective of this work is to identify the discourses and religious practices present in Kindergarten Education in the Municipal Education Network of Viana and analyze how these approaches have repercussions on the understanding of religions of African matrix. The research problem is: in what ways have the discourses and religious practices used in Kindergarten Education in the Municipal Education Network of Viana contributed to the stigmatization of religions of African matrix? The research methodology adopted was a bibliographic, documental, and field research, in which 24 teachers who work in the Municipal Education Network of the city of Viana were interviewed. Through the answers obtained, the religious approaches present in the teachers' pedagogical practices and speeches were identified. The results revealed that not all religions are contemplated in the religious practices and discourses of the schools investigated. The predominance of approaches and teachings related to hegemonic religions can contribute to the stigmatization and marginalization of religions of African matrix, which end up being neglected or treated in a stereotypical way. The bibliographic research was based on Bittencourt Filho, Geertz, Carneiro, Silva Neto and other authors. In view of these conclusions, the need to rethink and promote religious diversity in the educational practices of Early Childhood Education becomes evident. It is essential that schools adopt an inclusive approach that values and respects all religions, providing a broader understanding and free from stereotypes of religions of African origin. This research contributes to the reflection on the importance of respecting religious diversity in the school environment, highlighting the need for educational policies and practices that promote religious plurality, combat prejudice and stigmatization, and promote an inclusive and egalitarian education.