Diversidade, adequação e resistências : reflexões sobre a inclusão de religiões afrobrasileiras em escolas municipais de João Pessoa

Abstract

Religious education in schools is still a compulsory subject in the curriculum, but it is optional for students or their guardians. Conceptually, the proposal of this subject in schools refers to the mediation of awakening in students the foundations, customs and values that make up the different religions existing in Brazilian society. In this scenario, the general objective of the research was to analyze the perception of religious education teachers in elementary schools in João Pessoa about the application of the subject's guidelines and the approach to Afro-Brazilian religions. To this end, the methodology adopted consisted of a field study, carried out in 5 municipal primary schools in the city of João Pessoa, located in different poles, with 5 religious education teachers, who answered 14 questions about their practices, the school and the students, as well as the relationship with themes related to Afro- Brazilian religions. Data was then analyzed by comparing the results with the literature, legislation and other guidelines relating and/or pertinent to the subject and the proposed debate. The results of the survey revealed various aspects in the categories analyzed, starting with the training of the teachers, all of whom were service providers, with an average experience in the subject of between 2 and 9 years, only one of whom had a degree in Religious Sciences. Regarding the selection of content, the teachers said they used a variety of sources, based on authors who discuss the subject and guidelines given by the Municipal Coordination of Religious Education, highlighting the deficiency due to the lack of textbooks for the subject. As for the legislation that determines the teaching of Afro-Brazilian and indigenous history and culture, the teachers showed superficial knowledge and ways of applying it. With regard to welcoming students who practice Afro-Brazilian religions, the professionals showed little interest in the subject and a generalized approach. Regarding their own practices, the teachers believe they have an inclusive attitude and promote knowledge about diversity. They also said they had the same perspective on the school's practices. Finally, all the teachers cited interference from parents and some schools as the main factor behind their resistance to dealing with content related to religions of African origin in the classroom. It can be concluded that the scenario observed is quite fragile and has a great deal to do with the stance adopted by teachers based on the guidance they receive, so that, given the change in policies adopted to develop the subject, this universe can be violently modified and adhere to practices that no longer promote or strengthen with the necessary conviction the importance of respect for religious diversity. Thus, although we have seen a scenario that allows for the optimistic construction of future perspectives on religious education in schools and the inclusion of Afro-Brazilian religions in this space, we still don't have ideal practices, which require a series of interventions so that they can be improved and come closer to the purposes of religious education.