Avaliação escolar e Ensino Religioso para diversidade

Abstract

The present work aims to discuss and develop a proposal on the evaluation practices of school learning of the Curricular Component Religious Teaching. The problem-question asks: How to evaluate students in Religious Education in a way that includes all religions without forgetting those of African and Indigenous origins and that covers transversality according to the Brazilian National Common Curricular Base (BNCC)? The historical scenario is reconsidered and provides subsidies to improve conceptions, concepts, and procedures, during the act of evaluating, and in evaluative activities with reflective and procedural reasoning and focusing on a diverse background, through bibliographic and documentary research. Having as theoretical background: Jussara Hoffmann who advocates for a more procedural school evaluation and Mircea Eliade, with the phenomenological perspective, collaborate with awareness in favor of a broad and constant school evaluation process, focused on intellectual growth. The research was divided into three chapters, each containing three subsections. Evaluations with a strong classificatory character are discussed in this work and their strong presence in society and how school still reproduces this logic to a certain extent. Beyond that, there is a significant influence of Christianity’s religious traditions in Brazil’s primary education. Given this context, the school learning evaluation was analyzed as a process, not distinct from Religious Education, therefore it reflects on how this evaluation process can identify students’ development possibilities and improve their educational performance. This work also discusses Religious Education as a tool for social change.