DIVERSIDADE RELIGIOSA NO ÂMBITO DE UM CENTRO MUNICIPAL DE EDUCAÇÃO INFANTIL (CMEI) DO MUNICÍPIO DE SERRA – ES

Abstract

From the Brazilian context - which forms a religious mosaic - and considering the importance of early childhood education as the first school stage - the first contact of the child with other groups, other references than their family environment -, this research proposes to listen to kindergarten teachers about the relationships established in the school routine. In order to promote discussion of religious manifestations in this phase of formal education in a secular state and to identify the main forms of religious manifestations within an educational unit, a descriptive study of an investigative and quantitative nature was chosen, supported by a bibliographic reference that addresses the particularities of childhood, early childhood education and the relationships established between teacher-student-family in the first phase of formal schooling, as well as a study of what religion, religiosity and their interference in regular education is. The locus of the research was the Municipal Center for Early Childhood Education (CMEI) Leila Theodoro Early Childhood Teacher is located in the Novo Horizonte district, in the municipality of Serra, a municipality that is part of the Greater Victoria metropolitan region, Spirit Saint. To achieve the proposed objectives, the text is structured in three chapters, in addition to the introduction and conclusion: in the first chapter, religion and spirituality, its relations with art and education over time, are defined, particularly in Brazil, highlighting the legal aspect of the Brazilian secular state and its implications in daily life, based on the analysis of authors such as Maristela Oliveira Andrade, Bernard Charlot, Edile Maria Fracaro Rodrigues, Silvana Fortaleza dos Santos among other authors, always establishing a relationship between the religious aspect , culture, diversity and education; in the second chapter, childhood and early childhood education and the relationships between the subjects involved are the object of study; the third chapter has as its theme the research carried out at CMEI Professor Leila Theodoro. In this last chapter, entitled Theoretical - methodological path and discourse, the theoretical bases and methodologies that support this work are identified, as well as the locus of the research and the subjects of it, in addition to understanding the analysis of the results and their discussion, collating with the literature that supported the research. To conclude the text, the conclusion, which is not a conclusion, understood as something definitive, but an assessment of the path taken.