O componente curricular Ensino Religioso como ferramenta contra a intolerância religiosa a partir da implementação da Lei n. 11.645/2008

Abstract

The delimited objectives were answered and the hypothesis that Religious Education can serve as an instrument of awareness of the school community, in order to minimize the attitudes of interference of religions in daily life, was confirmed. Through bibliographical research, theoretically based, it was possible to conclude that the curricular component of Religious Education covers the pedagogical needs, so that the classes are participatory and dialogued, with experiences and freedom of expression, in addition to observing that it presents in the Units Religious and cultural themes, an opportunity for pedagogical intervention that includes the implementation of Law 11,645/2008 as a daily practice. The issues involving cases of religious intolerance in the school routine were related to the lack of respect for the other's religion to the detriment of defending their own choice, which, in the view of the teachers, is on the level that it is something that students in fact need to learn, reflect and recognize, but they do not associate them with the pedagogical practices of their curricular component. Little attention is paid to the importance of implementing the Law, which could be proposed based on the development of interdisciplinary pedagogical projects of great social and cultural value in the (re)construction of anti-racist, discriminatory or religious intolerance practices. And, as a result of this study, the educational product consists of a booklet, whose objective is to serve as a source of information, since the theme requires specific information and that does not reinforce the practices of racism masked in phrases, jokes, comparisons and treatment for with black men and women, and with those of different religions. Religious Education favors citizenship and the (re)knowledge of its importance in (and for) education and society, considering that the process of formation and information begins at school, where interactions and reflections can result in a inclusive and dignified context.