ENSINO RELIGIOSO E RELIGIÃO DE MATRIZ AFRICANA: UM ESTUDO DE CASO NA EEEFM SÃO JOÃO BATISTA EM CARIACICA – ES

Abstract

This paper aims to present the dialogical relationship between the historical context of Religious Education in schools with the importance of Afro-Brazilian culture, the influence of African-born religions in Brazil, and the difficulties of approaching them in the classroom. The first part portrays a brief historical trajectory of Religious Education in Brazil, presenting the changes between the colonial, imperial and republican periods until the liberation of Religious Education in schools. The history of Religious Education in Brazil makes explicit that the European ideas, whose social values they defended as being the best for society, and the colonizing actions that ignored African origin in Brazil had to be inserted in the school program and in the learning process . It will also present the National Curricular Guidelines and the National Curricular Parameters for Religious Education. In the second part, the religions with an African matrix will be addressed, which, when the Government determines the insertion of Afro-Brazilian and Indian History and Culture into the school curriculum, has raised the theme of intolerance related to religions of African origin whose teaching must permeate the curriculum of Religious and Art Teaching. History testifies that for a long time the Afro-Brazilian religions have been marginalized and have been repressed by some institutions and social groups, such as the church, the state and the ruling classes. Afro-Brazilian religions were conceptualized, and are still related to black magic and witchcraft, especially in the nineteenth and mid-twentieth centuries, revealing how syncretism arose in Brazil and the association of Catholic images with the Orixás da Umbanda and Candomblé. The third and final part presents a case study carried out with teachers of Religious Education addressing their practice in the classroom. The answer of this study is sought in how the teaching of religion is being worked, especially the one of African matrix in the school, that apparently is still avoided by many teachers. It is known that the National Curricular Parameters of Religious Education (PCNER), mean that a religious coexistence with harmony is a challenge in a pluralistic society, since each religion brings with it its own particularity and conviction, emphasizing that the individual is free to choose religion That you want to follow and must be respected. One of the greatest challenges is to make the teacher not adopt a posture of denial, in relation to other religions because of his personal belief. The school is secular, and in this way it is incumbent upon the education professional, who especially teaches the subject of Religious Education, to put aside his unique vision of his transcendental intimacy, and to teach the students the existence of the African- Which runs through the history of religious origin in Brazil, and reveal that the emergence of them happened with the arrival of Africans to the country