ENSINO RELIGIOSO NO ÂMBITO DA CULTURA DE PAZ: ANÁLISE DE UMA PROPOSTA PEDAGÓGICA PARA OS ANOS INICIAIS

Abstract

This research aims to analyze the impacts of Religious Education in the promotion of a culture of peace among the municipal schools of the city of Manaus, Brazil, stimulating reflectivity about the role that this curricular component has developed in the qualification of participative individuals, in front of the problem of violence that permeates the society in which they are inserted. For this purpose, the following question was raised: What are the necessary procedures so that Religious Education can contribute to the construction of a culture of peace? Interest in this study arose due to the practice of violence occurring in different ways and in different social spaces, a fact that promotes the appearance of other adverse situations that implied in the peaceful experience of Brazilian society. The last survey carried out in the municipal schools of Manaus by the Municipal Department of Education indicated high levels of violence and several practices of violence, such as: 113 acts of violence, 103 bullying reports, 118 on negligence, 1 case of child labor, 855 physical violence complaints, 199 psychological violence cases, 34 sexual violence reports. The total of these practices in the units surveyed is 1,437. This research was developed through the qualitative approach. Quantitative data were also used to study the profile of the teachers involved in this study. In addition, it was also used Bibliographic and Documentary research, through which it was possible to analyze the official documents that guide the pedagogical routines of the institution and the main ideas of many authors who debate the subject, such as: Freire, Passos, Junqueira, Berger, Jares and others. Field research was also carried out, having also participated in the research the professionals that integrate the technical pedagogical team of SEMED along with those professionals from the selected Units. This research is structured in three chapters, which are elaborated as follows: The first chapter presents a brief historical overview of the violence practiced in schools. It begins in Colonial Brazil and continues to the present day emphasizing the violence that is practiced in the schools of Manaus. The study was deepened in two types of violence: sexual abuse and bullying, because both cause high impacts in the student's training process. It also presents how and why the Culture of Peace was inserted in schools. The second chapter shows how Religious Education should be worked in Primary Schools, considering the issues of the Culture of Peace, as recommended in official documents and the Curricular Pedagogical Proposal of the initial years. This proposal emphasizes issues related to training for citizenship and the structured curriculum for Religious Education. The third and last chapter presents the results collected in the field research, as well as suggestions for the promotion of the Culture of Peace in schools, through the dialogue based in Freire, which relies on love, hope, faith, humility and critical thinking. In addition, it highlights the considerations of Passos, about the values that are contemplated in the curriculum of the Religious Education of the schools of Manaus.