CAMINHANDO PELAS ENCRUZILHADAS: DESAFIOS E POSSIBILIDADES NA ABORDAGEM DOCENTE DAS RELIGIÕES DE MATRIZ AFRICANA EM ESCOLAS MUNICIPAIS DE ICONHA/ES

Abstract

The approach to religions of African origin in schools still faces several obstacles in Brazil, especially in municipalities with a strong European cultural heritage, such as Iconha/ES. Although the 1988 Federal Constitution guarantees religious freedom and laws such as the LDB, the BNCC and Law 10.639/2003 determine the valorization of Afro-Brazilian culture in the school curriculum, there is still a significant gap between legislation and pedagogical practice. This mismatch is revealed in the lack of teacher preparation, institutional resistance and social prejudice that affect the teaching of religions of African origin. The present study has the general objective of identifying methodologies and pedagogical practices that guide Religious Education and History teachers in the municipal school system of Iconha/ES in the approach to religions of African origin. The specific objectives are: (a) to identify African influences on the culture of Espírito Santo; (b) to analyze the existing legal support for the teaching of African history and culture in schools; and (c) examine how these religions are being treated in municipal educational institutions in Iconha/ES. The research uses a qualitative approach, consisting of two stages: bibliographical research and field research. The first involves the review of works, articles and official documents that theoretically support the discussion on the inclusion of religions of African origin in the school curriculum. The second consists of collecting empirical data through interviews and questionnaires applied to teachers and students of the municipal school system of Iconha/ES, with the aim of understanding the perceptions, challenges and practices adopted in the classroom. The data reveal that, despite the legal framework that supports the inclusion of religions of African origin in the curriculum, its effective implementation is still limited, especially due to the lack of adequate training of teachers and the persistence of social prejudices. However, the study also highlights possibilities for progress through the adoption of more critical, reflective and culturally sensitive pedagogical practices. Thus, the appreciation of religious plurality in the school environment not only contributes to a more fair and inclusive civic education, but also strengthens the commitment to anti-racist and democratic education.