O COMPONENTE CURRICULAR DE ENSINO RELIGIOSO E EDUCAÇÃO INCLUSIVA NA EEEFM PADRE HUMBERTO PIACENTE EM ALECRIM – VILA VELHA-ES

Abstract

The purpose of this research is to present how the Curricular Component of Religious Education, when understood through the conception of the Sciences of Religions, can contribute to the learning of students of Inclusive Education, at the time of classes, at the Elementary and High School EEEFM "Padre Humberto Piacente", located in the Municipality of Vila Velha-ES. In light of the assumptions of action research, based on ethnographic research, we seek to identify how the methodological practices applied during the year 2021 resulted in possible behaviors of students who are the target audience of Special Education, in relation to Religious Education classes, such as lack of interest and resistance to participate in these classes. That is, how these students have positive changes in relation to learning after the change of teachers in the year 2022. Thus, the research had as its general objective: to identify the contributions of Religious Sciences in the training of teachers who teach the Curricular Component of Religious Education, enabling new methodological practices during classes. The specific objectives that permeate the body of this study are the following: to present the perspective of Religious Sciences as a reflexive and interdisciplinary methodological proposal for the Curricular Component of Religious Education; identify and analyze the religious phenomena implied in the curriculum of Elementary School, Final Grades, based on the experiences of the students of the Inclusive Education of the EEEFM "Padre Humberto Piacente", in the classroom; to present the trajectory of Inclusive Education in Brazil, identifying how this teaching modality has been converging with the Curricular Component of Religious Education in its processes of conquests and acquisition of knowledge; suggest how the contributions of the Sciences of Religions can be relevant in the training of the regent teacher who works with the students of Inclusive Education, promoting creative and critical classes and respecting each student in his/her culture and religious identity. By way of conclusion, it is understood that methodological practices can greatly influence students' learning and, therefore, a project with methodological indications is suggested.