A CONTRIBUIÇÃO DA ARQUITETURA PARA O ENSINO DE RELIGIÃO E ARTE: PROPOSIÇÕES CURRICULARES A PARTIR DO SÍTIO HISTÓRICO DE VILA VELHA/ES

Abstract

Great advances have taken place in the last two decades about curricular issue in the subjects of Religious Education and Art. However, its realized that due attention was not given to the issue of image analysis methodology, which allows approaching the same theme and content in an interdisciplinary way. A common theme for these disciplines is religious architecture. In this context, its understood that the Semiotics of Culture contributes to architectural analysis, gaining its own character and crossing these areas of knowledge. The general objective of this research is to elaborate an interdisciplinary curriculum proposal in the areas of Religious Education and Art. The discussion was based on the Semiotics of Culture in the perspective of Lótman and Machado. In order to accomplish the work, a research of qualitative approach was developed with exploratory objective, using bibliographical and documental sources related to the approached subject. The data were evaluated and analyzed in order to answer the following questions: in what way can the Semiotics of Culture contribute to the teaching-learning process in the areas of knowledge of Religious Education and Art, with regard to the study of religious architecture, and what curricular proposition Architecture can offer from the religious constructions present in the Historic Site of Vila Velha County/ES? Emphasizes that the listed theorists collaborated in an essential way to understand the way in which the Semiotics of Culture contributes to religious architectural analyses, allowing the achievement of the objective proposed in the research. It was concluded, therefore, that it is possible to bring religious architecture into the discussion of Religious Education and Art from the Semiotics of Culture, in the midst of the discussion, elaboration and curricular implementation of the Vila Velha County/ES education network, contemplating the site local history. As a result of the research, the insertion of propositions in its curriculum was presented to the teaching network.