ENSINO RELIGIOSO NÃO SE DISCUTE?: UMA ANALISE DO ENSINO RELIGIOSO NA FORMAÇÃO INTEGRAL DOS ALUNOS/ALUNAS NO MUNICÍPIO DE CACHOEIRO DE ITAPEMIRIM

Abstract

This dissertation investigates the relationship between religion and the integral education of students in the school context, analyzing how the religious dimension can be incorporated in a pedagogical and respectful manner into educational practices. It is based on the hypothesis that there is a gap in the training of education professionals, particularly with regard to their preparation to address the religious phenomenon and its implications in the school environment. The central question of the research is to verify whether it is possible to ensure an integral education without considering fundamental aspects of the human condition, such as religiosity. To this end, a study was conducted in a public school, using the focus group technique for data collection, with the participation of teachers and staff. The results indicate that, although religiosity represents a relevant dimension of the human experience, its approach in the school environment is still superficial, often due to insufficient teacher training. This lack contributes to the perpetuation of prejudices and limits the potential of the school as a space for dialogue and inclusion. As a practical contribution, an interdisciplinary project is proposed that involves the school community, fostering critical and reflective debate on religious diversity. Furthermore, the need for ongoing training for teachers is highlighted, so that they can deal with religious plurality in a sensitive and respectful manner. It is concluded that the integration of religiosity into comprehensive education is essential for the formation of critical, ethical and supportive citizens, capable of valuing diversity and promoting harmonious coexistence in a plural society.