O COMPONENTE CURRICULAR ENSINO RELIGIOSO COMO MEDIADOR NO PROCESSO DE INCLUSÃO DO/A ESTUDANTE COM DEFICIÊNCIA INTELECTUAL: PERCEPÇÕES DOCENTES

Abstract

This study utilized a qualitative approach to investigate the importance of Religious Education as a mediator in the inclusion process of students with intellectual disabilities at Maria da Glória Nunes Nemer Municipal Elementary School, in Marataízes-ES. The research was delineated in three main stages: literature review, data collection through questionnaires, and analysis of teachers' perceptions. In the first stage, an extensive literature review was conducted to understand the theoretical and practical context of intellectual disabilities, inclusive education, and Religious Education. Renowned authors such as Schalock (2007), Libâneo (1990), Junqueira (2008), Wehmeyer (2004), and Gomes (2021) were consulted to ground the research, offering a comprehensive view of best practices and inclusive educational methodologies. The second stage involved the collection of empirical data through questionnaires applied to five teachers at Maria da Glória Nunes Nemer Municipal Elementary School. The questionnaires contained open and closed questions, allowing a detailed exploration of teachers' perceptions and experiences regarding Religious Education and its contribution to the inclusion of students with intellectual disabilities. The selected teachers had direct experience with these students, ensuring the relevance and depth of the responses. In the third stage, the collected data were qualitatively analyzed to identify patterns, challenges, and effective strategies used by teachers. The responses were categorized and compared with existing literature, providing valuable insights into inclusive practices in the context of Religious Education. The analysis revealed the importance of specialized teacher training, the need to adapt teaching materials, and the collaboration between teachers, families, and support professionals. Based on the results, a training workshop for teachers was proposed, focused on equipping educators to develop and apply inclusive pedagogical strategies in Religious Education. This research highlights the relevance of Religious Education in promoting inclusive education and provides a practical model for the continued professional development of teachers, aiming to improve the educational experience of all students, especially those with intellectual disabilities.