EDUCAÇÃO E FENÔMENO RELIGIOSO: ANÁLISE DO SIMBOLISMO RELIGIOSO COMO FATO SOCIAL NOS CONTEÚDOS DAS CIÊNCIAS HUMANAS E SOCIAIS DO ENSINO MÉDIO DA REDE PÚBLICA DO ESPÍRITO SANTO

Abstract

The objective of this study is to analyze the presence of religious symbolism as a social phenomenon in the contents of secondary education, aiming to understand its use as a tool for comprehending symbolism as a fundamental element of human relations. The topic proves to be relevant in the educational realm, as religion represents a dimension present in the lives of many students, capable of playing a significant role in their formation and worldview. The research adopts a qualitative approach, employing bibliographic analysis as the method. The issues were identified through an analysis of the Curricular Guidelines of the State of Espírito Santo used in secondary education, with the goal of identifying how religious symbolism is addressed and integrated into educational contents. Moreover, theorists and scholars in the field were consulted to substantiate the discussion and comprehend the pedagogical and sociocultural implications of this relationship. In this context, the analyses find support primarily in the following authors: Edgar Morin, Ernest Cassirer, George H. Mead, Guy Debord, João Décio Passos, José Gimeno Sacristán, José Maria Mardones, José Severino Croatto, Michel Maffesoli, Norval Baitello Junior and Peter Berger. Based on these analyses, we observe the prevalence of a society consistently directed towards the production, dissemination, and consumption of images that manifest as devoid of profound symbolic meaning. Additionally, we conducted an analysis of the negative impact resulting from the abandonment of an education that dissociates itself from a symbolism-centered approach, particularly concerning religious symbolism. In this regard, we propose a reflection on the required adaptations in educational practice, aiming to promote the alignment of curriculum contents through an intrinsic engagement with symbolic character. This reflection seeks to emphasize the importance of humanizing the educational process by directing efforts towards an education that is inherently connected to the essence of human values.