A diferença religiosa na escola pública: estudo de caso em uma escola em Belford Roxo

Abstract

In this dissertation, we analyze the perspective of teachers of the second segment of a municipal school located in Belford Roxo, in the Baixada Fluminense, regarding the difference and the religious conflicts in the school and if these influence the interpersonal relations in the school environment. In order to guide the research, we have dialogues with the concepts of equality and difference (SANTOS, 1999; ANDRADE, 2009; CANDAU, 2012), of ethnocentrism (GOMES, 2005), stigma (GOFFMAM, 1993) of critical intercultural education (TUBINO, 2005; CANDAU, 2011), among others. The field research was qualitative in nature, because it was the study of a given problem and the analysis of how it manifests itself in the school environment. Based on Marconi & Lakatos (1996), the systematic observation in the school space, which can also be called structured observation, and the semi structured interview with the teachers, was used as data collection and analysis technique. From the research, it was identified that the teachers who participated in the study have already seen comments and / or conflicts related to religious issues in the classroom and have mediated these conflicts in different ways, although they do not feel secure about the pertinence of the interventions they have made. All are in favor of a secular school, although they show different perspectives on religious practices in public schools. During the interviews, most of the teachers agreed that people from African matrices are the ones who suffer most from prejudices in school. As a suggestion to minimize these conflicts, the model of education in the critical intercultural perspective, defined by Candau (2011) as an education based on the conception of an emancipatory education that does not invisibilize the conflicts inherent in the differences in the learning spaces, but faces them, has been proposed. In order to expand and socialize knowledge that favors respect for the histories, identities, memories, beliefs and values of different religious groups, as well as non-religious, atheists and agnostics, and contributes to the promotion of human dignity, this study proposes the course of extension "The religious difference and the teaching"