A MOTIVAÇÃO DOS ESTUDANTES NAS AULAS DE ENSINO RELIGIOSO NOS ANOS FINAIS DO ENSINO FUNDAMENTAL NA UMEF ANTÔNIO BEZERRA DE FARIAS - VILA VELHA - ES

Abstract

The work presents the theme of pedagogical practices in Religious Education, more precisely regarding the motivation of interest in religious phenomena in the final years of elementary school, based on an approach to the experience of the Antônio Bezerra de Farias Municipal Elementary Education Unit, starting from premise that participation in Religious Education classes is optional for students. It is known that the theme of the religious phenomenon has always been a challenge in Brazilian and global society and at school the situation is no different. However, the school as a public facility has become the ideal place for the development of the formation of citizens who are understanding, tolerant and ethical, since following the principles of secularism and knowledge about diversity tends to refuse to serve as a proselytizing instrument. The objective of the investigation was to analyze how the Religious Education curricular component can motivate students' interest in learning about the religious phenomenon, at UMEF Antônio Bezerra de Farias, in Vila Velha (ES). Through bibliographical, documentary and field research, together with students in the 6th, 7th and 8th years and the Religious Education teacher, based on the theoretical contributions of Rubem Alves, João Batista Libâneo, Sérgio R. de Azevedo Junqueira, Faustino Teixeira, among others. The study process demonstrated that the pedagogical proposal used at school was decisive in this motivational process. In other words, the pedagogical strategies used awaken in students a taste for the curricular component regardless of the options they would have, where they participate because the classes are interesting. The subjects covered include the religious phenomenon from a multicultural approach and cultural diversity, permeated by the principle of secularism, based on the characteristics of Religious Education related to BNCC and the Sciences of Religions. It is suggested, however, that: the training of Religious Education teachers should include the presentation of contextualized pedagogical strategies as a theme; the themes were related/associated with everyday themes and the context to which the students belong; work based on project development was encouraged and shared with other areas of knowledge so that the different dimensions of themes relating to Religious Education received an expansion of meanings and understandings beyond the specific curricular component; that other research can be developed in the area of pedagogical practice that relates Religious Education with other curricular components and that other examples of purposeful interventions are disseminated that motivate interest in knowing the religious phenomenon in an ethical and respectful way, preventing intolerance practices and prejudice.