LAICIDADE E RELIGIÃO: POSSIBILIDADES PEDAGÓGICAS NO CONTEXTO DA EDUCAÇÃO INFANTIL

Abstract

Brazil is a plural country, its cultural and religious diversity is a striking feature that influences political and educational practices. The study entitled “Secularity and religion: pedagogical possibilities in the context of Early Childhood Education” reaffirms the author's intention as an education professional who believes in the power of the (trans) formation attributed to her. The main objective was to identify how pedagogical practices in the context of Early Childhood Education can guarantee respect for secularism in the school environment, without ignoring the importance of religiosity, a theme that permeates the environment, whether due to the religiosity of teachers and staff, or in function of the religiosity of students/family members. And, considering the relevance of religiosity in this context, “use it” to insert the debate on themes such as plurality, tolerance, respect for diversity, etc. Therefore, when children learn about religious diversity, they will have the opportunity to exercise tolerance, based on the premise that knowledge precedes intolerance. In this sense, the problematization is centered on the question of how the relationship between secularism and religiosity happens in the context of Early Childhood Education? In the search for answers to this question, the research was structured around two central questions. Secularity and religion in the school context and Secularity as protection to Early Childhood Education, which through bibliographical research based on the contributions of Libâneo, Freire, Junqueira, Passos, Nogueira, among others, it was possible to develop the theme. The methodological path also included field research, considering that religious, cultural and ethnic-racial diversity are themes that belong to the secular group, and that the family plays a strong influencing role in the education of children, followed by the school, which places itself as the second group officially responsible for its formation, which reaffirms or refutes predetermined patterns or models as if they were absolute. However, it is up to the school to enable learning interactions of social and cultural diversity, to prepare it to live with the different, through the development of the pedagogy of transdisciplinary projects, a subject addressed in the proposed Educational Product, called "Mão Amiga", which suggests the use of a mathematical formula (in the figurative sense: P² = L + R (EPL)/T), where P² = Target Audience and Pedagogical Proposal; L = Legislation; R (EPL) = Religiosity in the Secular Public School and, T = General themes) so that the teacher can observe the development of their pedagogical practice. It can be concluded, then, that the guarantee of the principle of secularism becomes more effective, the closer the communication between the school management and the school community, since the school, even though it is a kindergarten school, must prioritize pedagogical practices that promote interactivity, coexistence with respect to differences, given the Brazilian cultural, social and religious diversity.