CIÊNCIA DA RELIGIÃO COMPARADA E ENSINO RELIGIOSO: APORTE TEÓRICO E PRÁTICO PARA A ETAPA FINAL DO ENSINO FUNDAMENTAL EM MIMOSO DO SUL – ES

Abstract

This study aims to propose and apply the comparative method, presented by F. Max Müller, a German thinker, who inaugurated a new way of understanding the religious phenomenon in modernity, from a scientific perspective, being pointed out as theoretical and practical support for implement School Religious Education established by BNCC. With the purpose of offering changes regarding the prejudiced reality in the public school environment, a comparative study is carried out, an adapted teaching resource, through analyzes of the distinctions, similarities and ruptures of religious traditions, aiming at welcoming, pluralism of beliefs, with aimed at interreligious dialogue. To this end, it was decided to work with field research and application of the deductive method, combining a qualitative approach, a bibliographical review of literature in Sciences of Religions and a documentary approach, of educational and constitutional legislation, adding participant observation to carry out the empirical analyzes and find solutions or possible answers to the following problem: what are the Sciences of Religions for School Religious Education? What is the role of the Science of Comparative Religion in this field of study? The aim is to scrutinize the religious phenomenon in a pluralistic way in a municipal public school in the city of Mimoso do Sul – ES for the final grades of Elementary School. After analyzing problematizing questions about the object of knowledge, religion, answered by critical interpretations through the selection of participants, the data were combined with the General and Specific Competencies of the BNCC, the comparative method of F. Max Müller and the considerations of Pierre Sanchis about of the Brazilian syncretic religious field. Given the questions proposed in the case studie, a certain degree of proselytism, fundamentalism and conservatism on the part of the young research participants draws attention. However, there are also progressive thoughts that set the tone for a youth that is more open to diversity, respect, recognition of others and minorities, awakening curiosity in learning about different beliefs through systematized theoretical and practical pedagogical support.