ENSINO RELIGIOSO COMO FATOR DE ACEITAÇÃO DA DIVERSIDADE RELIGIOSA ENTRE ESTUDANTES DO 8º AO 9º DA UMEF DEPUTADO MIKEIL CHEQUER, EM VILA VELHA (ES)

Abstract

This study’s main objective is to debate the understanding of the fundamental right to religious diversity and to dialogue with the conceptions of Elementary School students at a public school about the contribution of the Religious Education Curricular Component taught in a Elementary Education Unit, in relation to the acceptance of diversity. Among the specific objectives, we intended to identify, based on specialized literature, some of the main concepts regarding religiosity, secularism and religious diversity. We also sought to discuss, based on the most recent Brazilian legal system, the main objectives of the School Religious Education Curricular Component. Finally, possibilities identified by field research are proposed, regarding the teaching of the Religious Education Curricular Component, based on the conceptions of students at the school participating in the study. The problem question asked what is the conception of students from 8th and 9th grade classes at a public school regarding the acceptance of diversity? Thus, the hypothesis was defended that in Brazil, public schools are under attack on the principle of secularism, which prevents Religious Education from playing a transformative role. This work combines two methodological models: in the first, an attempt was made to list theoretical postulates that would allow the elaboration of generalizations; in the second, via field research, we sought to identify positive and negative aspects, the basis for solving the problems highlighted. Regarding the research universe, it was formed from students and teachers of Religious Education. To this end, case studies were carried out with 8th and 9th year students. Regarding data collection, this study is classified as survey research, which gathers information on factors that are most important for characterizing the respondents' perception. Among the research techniques, case studies were adopted as they allow measuring the flow of quantitative and qualitative information. In the end, measures were proposed to correct identified dysfunctions. It is emphasized that Religious Education, in its current form, allows us to break stereotypes and prejudices, promoting education that values human dignity, enabling students to recognize the importance of religious freedom, human dignity and religious diversity as essential values for peaceful coexistence.