ENSINO RELIGIOSO NA UMEF IRMÃ FELICIANA GARCIA, EM VILA VELHA (ES): DESAFIOS ENFRENTADOS POR ESTUDANTES

Abstract

The present study aims to conduct a thorough analysis of the main challenges and contradictions faced by students in the daily pedagogical practice of Religious Education in public schools. Among the specific objectives, we sought to carry out a documentary study of the legal, theoretical, and curricular foundations that guide Religious Education according to the ideals of secularism, pluralism, and scientific grounding. Subsequently, through exercises applied in the classroom and analyzed from an ethnographic perspective, we investigated students' perceptions of problems encountered in the pedagogical practice of Religious Education. Finally, we analyzed whether there is distance or alignment between the Religious Education practiced in the researched school and the ideals prescribed legally and theoretically for this curricular component. The research question guiding this study is: what are the main obstacles and barriers to the implementation of secular, scientific, and pluralistic Religious Education in school practice, as advocated by the democratic ideals that inspired the 1988 Federal Constitution? Thus, it seeks to identify the factors that have hindered the realization of these ideals in the daily teaching and learning activities developed by Religious Education in a municipal public school in Vila Velha (ES). The hypothesis defended is that, despite the advances made in the legal and theoretical realms after the promulgation of the 1988 Citizen Constitution, aiming to establish the secular, scientific, and pluralistic bases of this Curricular Component, in practice, this ideal still faces significant barriers and challenges that need to be overcome in the pedagogical daily routine of public schools. Among the main conclusions presented, the importance of investing in measures in the pedagogical, formative, dialogical, and participatory spheres to improve Religious Education in the face of identified challenges is highlighted. Additionally, encouraging research by students on the history and religious diversity, with the presentation of results in the classroom, can increase their protagonism in the teaching-learning processes.