ENTRE O SILÊNCIO E A RECONSTRUÇÃO: RELIGIÕES AFRO-BRASILEIRAS NAS ESCOLAS DO ENSINO FUNDAMENTAL II EM PERNAMBUÉS, SALVADOR - BA

Abstract

This dissertation explores the theme of silencing Afro-Brazilian religions in the context of municipal middle schools, focusing on the reality of the Pernambués neighborhood in Salvador, Brazil. The central aim of this study is to investigate how these religions are addressed in schools and to understand the perceptions and challenges faced by educators when addressing this topic. With a theoretical foundation grounded in academic literature and field research that included administering questionnaires to History teachers, the dissertation aims to shed light on an issue that impacts not only education but also the construction of Brazilian cultural identity. The methodology employed in this research involved an in-depth literature review to contextualize the topic and explore existing academic literature on the silencing of Afro-Brazilian religions in schools. Subsequently, field research was conducted, involving the administration of questionnaires to history teachers in municipal schools in Pernambués. This mixed approach allowed for a comprehensive and enriching analysis of the issue, combining theoretical understanding with practical insights. The results of this research revealed a complex interplay of factors contributing to the silencing of Afro-Brazilian religions in Pernambués schools. The presence of ingrained stereotypes and prejudices that affect the approach to these religions was identified, often relegating them to a marginalized space in history classes. Additionally, a deficiency in training and appropriate resources for educators to address this sensitive topic informatively and respectfully was observed. The findings also indicated a willingness among teachers to explore and promote the inclusion of Afro-Brazilian religions in their educational practices. However, institutional and social barriers limiting the scope of these efforts were identified. The research suggests that the lack of clear curriculum guidelines and the absence of spaces for dialogue and collaboration among educators hinder the promotion of inclusive and multicultural education.