ENSINO RELIGIOSO E MATEMÁTICA: UM DIÁLOGO POSSÍVEL NA CONFECÇÃO DE MANDALAS PELAS TURMAS DOS 9º ANOS DAS ESCOLAS DO MUNICÍPIO DE MARATAÍZES-ES

Abstract

This dissertation presents a pedagogical intervention proposal based on an interdisciplinary approach between the school subjects Religious Education and Mathematics, using the construction of mandalas as a didactic and symbolic resource to promote the appreciation of religious diversity, respect for otherness, and meaningful learning of geometric content. The research was developed through a qualitative, applied, and exploratory methodology, targeting ninth-grade students in a public school in the municipality of Marataízes. The theoretical framework addressed themes such as religious symbolism, interdisciplinarity, ethnomathematics, and the guidelines of the Brazilian National Common Curricular Base (BNCC). The didactic sequence, structured in four classes, integrated mathematical knowledge—such as symmetry, angles, and plane figures—with cultural and religious elements found in Buddhist, Hindu, Christian, Indigenous, and decorative mandalas. The practical application indicated student engagement, development of cognitive and socio-emotional skills, strengthening of empathy and expansion of critical understanding of diversity. The results indicate that the use of mandalas can be an effective path to articulate content from different areas of knowledge, promote ethical formation, and enhance students’ symbolic and geometric repertoire. The proposal proved to be a valuable contribution to fostering a more inclusive, integrative, and humanizing education, reinforcing the school’s role as a space for dialogue and the construction of meaningful knowledge.