ÉTICA, DIÁLOGO E RELIGIÃO: UM ESTUDO DE CASO COM OS /AS DOCENTES DE MATEMÁTICA E ENSINO RELIGIOSO DOS ANOS FINAIS DO ENSINO FUNDAMENTAL DE VILA VELHA E VIANA

Abstract

This research proposes a case study with Mathematics and Religious Education teachers who teach students from sixth to ninth grade (6th to 9th grade) in two public schools located in the city of Viana-ES and Vila Velha-ES, based on the theme: Ethics, dialogue and religion: a case study with Mathematics Education and Religious Education teachers in the final years of elementary school in Vila Velha and Viana. The central question of this research is: how can Mathematics Education and Religious Education teachers and students dialogue and create pedagogical projects to be developed in the classroom based on Religious Sciences to work on education in humans? Continuing, the general objective is: To identify whether teachers can integrate Mathematics Education and Religious Education contents addressing human rights, enabling dialogue between students and teachers in mathematics classes, using ethics as a tool for building actions of solidarity, respect for others and tolerance towards diversity. Thus, the specific objectives were designed based on the following organization: a) to discuss the concepts of dialogues presented by Paulo Freire, identifying possible contributions to Mathematics Education; b) to discuss interdisciplinarity, contextualizing in the BNCC the contents and objects that address human rights in Elementary School II; c) identify the implications of Religious Studies in the construction of human rights with students through the construction of pedagogical projects that dialogue with the other curricular components; d) propose training for teachers as the final product of this study. This research is methodologically constituted by a bibliographic study followed by an exploratory case study. Considering the end of this study, a proposal is made for training for Mathematics Education and Religious Education teachers, which should be carried out by theoretical and practical modules, where in the first module professionals should know and discuss the contemporary transversal themes provided for in the BNCC contemplating (age groups, thematic units, objects of knowledge, BNCC skills and contemporary transversal contextualized practices) and in the second module have access to suggestions for activities and build an interdisciplinary project. This project should run through the semester in dialogue with specific actions involving the entire school, with guidance for its insertion in the PPP in the school unit.