A PRESENÇA DA RELIGIOSIDADE NA TRANSIÇÃO DA EDUCAÇÃO INFANTIL PARA O 1º ANO DO ENSINO FUNDAMENTAL: ESTUDO DE CASO UNIDADE MUNICIPAL ENSINO FUNDAMENTAL (UMEF) PEDRO HERKENHOFF – VILA VELHA - ES

Abstract

The research investigates the influence of religiosity in the ambit of UMEF Pedro Herkenhoff, in Vila Velha-ES, in an analysis of four classes of the 1st Year of Elementary School, with children graduated from Early Childhood Education, who can now enroll in the curricular component Religious Education, reflecting on the pedagogical actions as a contribution to their formation. Therefore, it is asked: how does religiosity challenge the pedagogical actions in the educational process of children enrolled in the 1st Year of Elementary School, in the UMEF investigated, considering the process of transition from Early Childhood Education to Elementary School? The theoretical framework of the research resorts to the contributions of Demerval Saviani in relation to historical-critical pedagogy and the thought of Pierre Bourdieu, considering the reproductive aspect of symbolic culture in Brazilian schools. The research is bibliographical, documentary and develops a case study. In three chapters: the context of public schools in Brazil is described, relating culture and religiosity, without losing sight of the issue of secularity and pedagogical practice; the child is presented as the protagonist in the educational act, thinking about childhood in a historical-social perspective, considering, in particular, the phase of transition from Early Childhood Education to Elementary School, alongside the guidelines of the BNCC; The professional aspect of the research is emphasized, analyzing the data collected and unveiling the view of children and teachers on religiosity. It appears that religiosity has an immeasurable potential of consciousness, from an institutional system of symbols, values and practices, as well as being able to ground human existence. Therefore, with pertinent pedagogical actions, based on the model of historical-critical pedagogy, children who are in the transition phase from Early Childhood Education to Elementary School will be able to interact with each other from the guidance and supervision of teachers in response to the challenges and stimuli that the culture of religiosity imposes on national schools, which contributes to the process of formation of these children regarding respect for religious diversity and the construction of a culture of peace.