O USO DE METODOLOGIAS ATIVAS EM SALA DE AULA E A CONTRIBUIÇÃO PARA O PROCESSO DE ENSINO E APRENDIZAGEM DO ENSINO RELIGIOSO

Abstract

The Active Methodologies stand out as promising educational approaches, as they place the student at the center of learning, encouraging their participation and engagement. In view of the possibilities of the teacher using Active Methodologies in the discipline of Religious Education in Elementary School I, the research proposes to investigate: How is it possible to help teachers who teach Religious Education in the Municipal Public Education Network of Fortaleza-CE through the application of Active Methodologies? In this context, the present work has the general objective of investigating Active Methodologies aimed at Religious Education contributing to the teachers of the Municipal Public Education Network of Fortaleza/CE. Therefore, the research has a qualitative nature, of bibliographic character, through a review based on books, scientific articles, dissertations and theses that are related to the investigated theme. It also has a field study approach, with the application of an online questionnaire, answered by 49 teachers of the 4th and 5th Grade of Elementary School I belonging to the second Education District of the Municipal Public Network of Fortaleza/CE, aiming to understand if these teachers apply the Active Methodologies to teach Religious Education. The dissertation analyzes Active Methodologies and Religious Education, based on several authors and on the documents of the BNCC, DCRC and DCRFor, which establish the competencies to be developed in this component for the 4th and 5th years of Elementary School. Organized in three chapters, the first discusses Religious Education in Brazilian Education, addressing legal and historical aspects and the continuous training of teachers. The second chapter explores active methodologies as innovative tools, including problem situations and the incorporation of technologies, which favor the development of important skills in Religious Education. The third chapter presents the results of a questionnaire applied to teachers, discussing their opinions about Religious Education and introducing a booklet to be made available virtually.