A perspectiva intercultural dos jogos educativos nas aulas de Ensino Religioso

Abstract

This research addresses the intercultural perspective of educational games in Religious Education classes and reflects on how to make this curricular component more engaging and meaningful for students. It aims to present educational games for Religious Education classes that have an intercultural perspective—serving as a theoretical and pedagogical foundation to educate students in the recognition of and respect for different cultures, religious traditions, and life philosophies, as recommended by the BNCC – Base Nacional Comum Curricular (Brazilian National Common Curricular Base). The educational games and activities presented were developed during classes taught to students from the 6th to the 9th grade at E.M. São Judas Tadeu and E.M. Solange Nascimento, and at E.E.Eliana Socorro Pacheco Braga, in Manaus, Amazonas. They were also developed during training sessions for teachers of the municipal education department (SEMED). This is a qualitative study that employs bibliographic review and participatory ethnography, specifically Clifford Geertz’s "participant observation," in which the researcher is immersed in the studied environment, participates in it, and later analyses it from a reflective distance. Thus, the research intends to contribute to classroom methodologies, alongside the production of religious knowledge based on normative documents such as the BNCC, RCA, and CEM. The final product of this research is the "Religions Card Game", an educational and intercultural game, which aims to contribute to the learning of religious knowledge from different religious traditions.