A importância do aprender, valorizar e ensinar as religiões de matrizes africanas no ensino fundamental Bananeiras/PB

Abstract

In Brazil, there is a legal and documentary framework that advocates an education guided by cultural diversity, including the PCN's, and above all law 10.639/03 and its complementary legislation that require the inclusion of the theme 'Afro-Brazilian and African History and Culture ', in primary and secondary schools. Thus, this research had the general objective of understanding, from the perspective of Law 10.639/03, how teachers from two elementary schools in the city of Belém-PB, develop religious education, especially the approach to religions of African origins. . Therefore, the following specific objectives are: understanding religious cultural diversity, as a path to ecumenical, inter-religious dialogue that is respectful of different religious traditions; Check how teachers approach the topic of Afro-Brazilian culture, especially African-based religions; Understand the importance of recognizing the secularity of the State and public educational institutions; Demystify prejudices regarding African-based religions in elementary school. This is a study with a basic qualitative-quantitative, descriptive, field-based approach, using structured questionnaires for data collection. 16 questionnaires were administered to teachers of all curriculum subjects, from two elementary schools (initial and final years), in the city of Belém-PB, obtaining feedback from 8 respondents. Using Excel software, the information collected from the use of surveys was coded and added to a database. For the discursive questions, the answers were transcribed from the questionnaires in full. The Content Analysis chosen was the analysis by Bardin (2011). The appreciation of African-based religions in basic education was not perceived in practice, despite being present in the discourse, and may be associated both with the lack of contact on the part of educators with appropriate training and with sociocultural resistance associated with their personal beliefs and the assumption of a rejection by students of this topic, observed during the attempted approaches that they mentioned. According to the research data, we noticed that there is a greater incidence of developing activities related to Catholic and Protestant culture, exempting students from religious diversity, resulting in the growth of religious intolerance and disrespect towards other religions.