Educação e religiosidade popular: uma contribuição da fenomenologia-existencial de Kierkegaard para o desenvolvimento de habilidades no componente Ensino Religioso

Abstract

When considering that the challenge of the school is to adopt an ethical posture with educational practices in the relationship between the human and social group, and in order to avoid human actions that are biased towards practices of religious intolerance as a result of values in crisis, this research will work with the variables of Education and Popular Religiosity with an interface in School Religious Education, with the theme Education and Popular Religiosity: a contribution of Kierkegaard's existential-phenomenology for the development of skills in the Religious Education component. The objective is to identify in the school space the presence of elements and expressions of popular religiosity, which involve the religious phenomenon, common in events and children's parties in the city of Iconha-ES, and also to analyze their influence on students' learning of the Religious Education Curricular Component of the state public network. With that, the question is: how can the awareness of popular religiosity, through an integral education, collaborate with the human, critical and moral formation of the students? What kind of educational instrumentalization can help to improve the student's skills in view of emancipatory training, and not just to meet the interests of the market? From these questions, the objective is to identify some elements of popular religiosity - beliefs, superstitions, symbols, etc. – in the school space and dialogue with students about the feasibility of complementary activities in the classroom to contribute to the curricular contents of Religious Education in Elementary School, in the final stage, at the Coronel Antônio Duarte school, in Iconha-ES. To this end, the BNCC document, followed by the comments of authors, as well as some texts that address the theme of Religious Education and Popular Religiosity form the methodological basis of the first chapter. In the second chapter, light was sought in the reflexive perspective of Sören Kierkegaard's existential-phenomenology, with a focus on life stages, as a support for the school learning process in human and citizen formation. The third chapter aspires to field research and educational perspectives aimed at training students in an interest in reflective-critical thinking, knowledge of religious traditions, beliefs and customs, as well as the improvement of dialogue and respect as a path to good social coexistence. The methodology focuses on bibliographic and field research, with a mixed approach – qualitative and quantitative.