O Ensino Religioso no desenvolvimento socioemocional de alunos/as adolescentes

Abstract

This study aims to analyze the BNCC and identify whether in religious education there are promoting aspects of the development of socio-emotional skills in elementary school students. Regarding the problem question, asks as the Curriculum Component Religious Teaching can, based on the BNCC, contribute to the development of socio-emotional skills in elementary school students. In its specific objectives it was intended to describe religious teaching in the light of the BNCC; Identify the objectives and competences proposed in the BNCC for religious education; as well as presenting the theoretical-conceptual category defined as socio-emotional skills, analyzing its practical viability in a public school. As a hypothesis, it is argued that, in the case of socio-emotional skills, one of the main challenges of religious teaching teachers is to develop social conscience and responsible decision-making, as they are Skills more closely related to the construction of a democratic and just society, without prejudice, with greater tolerance and religious diversity. In addition to a whole academic and professional life focused on education, the work is also justified by the opportunity to be able to test, in a practical context, what is the real effectiveness of socio-emotional skills, presented to students in religious teaching classes, Elementary School. Regarding the methodology adopted, this work combines research of bibliographic and documentary nature with practical research, developed at the State Center for Elementary and High School Braulio Franco (CEFMTI), with teachers and parents of students enrolled In the 9th grade of elementary school, when semi-structured questionnaires applied, based on the Lickert method, which consists of a line of values — which goes from poor to excellent — composing the positive view, negative vision and the neutral view of each question. Among the main results, the research reveals that between the skills and socio -emotional skills, the responsible decision making constitute the most difficult question to develop, which is confirmed in the face of the only researched item that received considerable negative assessment, both teachers and responding parents.