DIVERSIDADE E PLURALIDADE CULTURAL RELIGIOSA NA OBRA LITERÁRIA TENDA DOS MILAGRES DE JORGE AMADO: CONTRIBUIÇÃO PARA AS PRÁTICAS PEDAGÓGICAS DO COMPONENTE CURRICULAR ENSINO RELIGIOSO, ENSINO FUNDAMENTAL

Abstract

The thesis “Diversity and religious cultural plurality in the literary work Tenda dos Milagres by Jorge Amado: contribution to the pedagogical practices of the curricular component Religious Education, Elementary Education” had as its general objective: to know and understand the literary work Tenda dos Milagres by Jorge Amado, identifying the religious cultural plurality and diversity in the formation of the Bahian/Brazilian people, as a pedagogical resource for the curricular component Religious Education, from the perspective of the National Common Curricular Base and as specific objectives: to present the author Jorge Amado and his relations between Literature and religion; to identify how the literary work Tenda dos Milagres presents religious cultural diversity and plurality; to analyze the relation of literature with religious cultural diversity; to reflect on the possible pedagogical relations between the curricular component Religious Education and the literary work Tenda dos Milagres; to develop pedagogical resources for plural Religious Education, based on the literary work Tenda dos Milagres. The aim was to answer the following question: how can religious cultural diversity and plurality in Jorge Amado's work Tenda dos Milagres contribute to inclusive pedagogical proposals in the Religious Education Curricular Component of Elementary School? Based on the hypothesis that the work Tenda dos Milagres contributes to the recognition and appreciation of religious cultural diversity and plurality for classes in the Religious Education curricular component. In order to achieve the objectives, qualitative, bibliographical, and documentary research were used, as well as the study of the literary work Tenda dos Milagres, by Jorge Amado. The theoretical concepts reflected were religious cultural diversity and plurality, religious syncretism, cultural miscegenation, religious intolerance, and dialogue in the Religious Education curricular component, reflected on the basis of theorists such as Jorge Amado, Paula Sperb, Lilia Moritz Schwarcz, Ilana Seltzer Goldstein, Reginaldo Prandi, Antonio Manzatto, and Paulo Freire. The educational product, resulting from the construction of the thesis, was the Literary Dialogue Circle project, enabling the intersection of the reading of the work Tenda dos Milagres with the curricular component of plural, non-confessional Religious Education with Literature, aligned with the National Common Curricular Base.