O ENSINO RELIGIOSO NO PROJETO EDUCA MAIS DESENVOLVIDO NA EDUCAÇÃO INFANTIL EM PRESIDENTE KENNEDY – ES

Abstract

This study addresses the theme of Religious Education in Early Childhood Education, focusing on the Educa Mais Project implemented in the municipality of Presidente Kennedy (ES), and seeks to answer the following research question: how has Religious Education been developed in this educational stage and how can it be improved to foster a critical, plural, and respectful approach to childhood? The guiding hypothesis is that Religious Education, when conducted in a playful and non-proselytizing manner, can significantly contribute to the integral development of children by promoting value formation, socialization, and respect for cultural and religious diversity. The general objective was to analyze how Religious Education is practiced in the municipal network and to propose a didactic sequence based on the principles of the BNCC and the DCNEI. The theoretical framework draws on authors who discuss childhood, culture, and religiosity, such as Ariès, Kramer, Junqueira, Barbosa, and Oliveira, in addition to Brazilian educational legislation and guidelines. Methodologically, the study adopted a qualitative approach, involving the analysis of curricular documents and teaching materials, semi-structured interviews with municipal teachers, and the examination of teaching booklets produced by the local Department of Education. The findings indicate that Religious Education in the municipality is predominantly moralizing, centered on Christian values, and limited by the lack of specific teacher training and the inadequacy of teaching materials for early childhood. Furthermore, it was observed that teachers often rely on practices based on commemorative dates and non-playful activities, which highlights the need for more creative pedagogical proposals that align with cultural and religious plurality, fostering meaningful learning experiences consistent with children’s rights.