O ensino religioso sob o paradigma da complexidade: perspectivas transdisciplinares no currículo do Rio Grande do Norte

Abstract

The transdisciplinary approach presents a distinct perspective from conventional thinking by recognizing an intricate reality, composed of several interrelated layers. From this perspective, a transdisciplinary educational focus can redesign the conception of the Religious Education (RE) curriculum, as well as contribute to the training process of both teachers and students. Thus, the present thesis proposes to investigate the Rio Grande do Norte Fundamental Education Curricular Document (DCRN-EF) and its contribution to the training of the RE teacher in the municipal network of the city of Natal (RN). The general objective is to analyze the contributions of transdisciplinarity of RE in the DCRN-EF to the training of such professionals. The central hypothesis of this thesis is that the transdisciplinary approach to Religious Education, as present in the DCRN-EF and perceived by teachers, contributes significantly to professional training and to the mitigation of religious violence in schools. In this perspective, contributions from authors such as Edgar Morin, Cândida Moraes, Basarab Nicolescu, Gilbraz Aragão, and Cícero Silva, among others, were sought in the literature. This is a quali-quantitative research, with an exploratory and descriptive character, whose predominant approach is qualitative. The quantitative dimension is expressed in the lexical and statistical analysis of textual data, performed using the IRaMuTeQ software. The research also used the Thematic Content Analysis method, developed by Laurence Bardin. This method allowed for a classification technique through categorization (categorical analysis). For data collection, 11 subjective and 11 sociodemographic questions were used to define the participants' profiles. In addition, a semi-structured interview with 12 guiding questions was used. Nineteen teachers participated in the research: 14 (75%) female and 5 (25%) male, aged 32 to 72. Of these participants, 10 (approximately 52.6%) have a degree in Religious Sciences, and 4 (approximately 21%) have a specialization in the field. Most participants have 10 to 47 years of professional experience. This research confirmed its hypothesis, showing that most teachers indicated an openness to new ways of teaching and learning religion in schools. Teacher training is essential for promoting the exchange of experiences and the interaction of knowledge, among other perspectives. The documentary analysis showed that the DCRN-EF is based on Religious Sciences, giving RE a pluralistic, secular, and transcultural character and acting as an important guide for pedagogical practices. The bibliographic research identified the epistemological role of transdisciplinarity and complex thought in overcoming the confessional/secular dualism, promoting a plural, ethical, and integrative approach to RE. It is concluded that the curricular practices of RE achieve a humanizing, ethical teaching perspective that recognizes the other.