Intersecções entre o ensino religioso e a educação do campo: o que revelam os planos de ensino?

Abstract

This research aims to investigate how the proposal of Religious Education in a rural school reflects the cultural and social values of the local community. It is a qualitative, exploratory study with bibliographic and documentary methods. The theoretical study indicated the following results: the integration between Rural Education and Religious Education enhances students' ethical formation and facilitates interreligious dialogue, which is essential for dismantling prejudice and cultivating respect for diverse faith expressions. The analysis of teaching plans was conducted using an analytical matrix comprising the following categories: content and topics covered; methodology; inclusion of diversity; connection with local reality; educational objectives; assessment practices; and didactic resources. The analysis revealed that the plans lack diversified didactic resources adapted to the local context, assessments that reflect the complexity of the content, and specific educational objectives that meet the needs of rural communities. The study concludes that for Religious Education in rural schools to fulfill its role effectively, a revision of the teaching plans is essential. This revision should include the introduction of resources aligned with students' realities, expansion of assessment methods, contextualization of content, and the definition of educational objectives that support comprehensive development. Only then can Religious Education become a meaningful and transformative tool for rural communities.