DIRETRIZES CURRICULARES DO ENSINO RELIGIOSO DA REDE MUNICIPAL DE ENSINO DE VILA VELHA – ES: PROPOSIÇÕES PEDAGÓGICAS DIALÓGICAS E ALTERITÁRIAS BAKHTINIANAS PARA SUA IMPLEMENTAÇÃO EM SALA DE AULA

Abstract

This master's dissertation aims to analyze the Curriculum Guidelines for Religious Education in the municipal teaching network of Vila Velha - ES and to implement reflections on the Bakhtinian language approach, based on the concept of dialogism, in the context of Continuing Education aimed at / to teachers Religious Education in the Municipality of Vila Velha. The qualitative methodological option was adopted in the form of documentary research in the historical approach, having as analytical corpus the Curriculum Proposal of the municipality of Vila Velha (2008). This dissertation was divided into three chapters. In the first, the concept of dialogism according to Bakhtin is exposed, which presents the concretization of the discursive proposal of language through concepts of verbal interaction in a relationship between the subjects; language is presented as a condition for the meaning of the discourse, including for Religious Education; we use studies found in the Repository of the Federal University of Espírito Santo, in order to manifest Bakhtin's dialogism in some fields of education. The second chapter discusses the analysis of the curriculum proposal for Religious Education in the municipality of Vila Velha - ES, going through the national guidelines and delving into the voices present in the curriculum design. In the third, innovative contributions are pointed out in the methodology of the Religious Education curriculum, based on Continuing Education for educators as mediators in the teaching-learning process, aiming at valuing the voices present in the context of the curricular component. The conclusion of the work was to point out, through Dialogical Continuing Formations, for Religious Education educators, that the Bakhtinian dialogism present in the didactic material of the curricular component, be it in art, in religious manifestations or in literature, can provide significant changes in the Religious Education curriculum and social transformation in the subjects' lives.