Entre a razão e a fé, entrelaçando saberes e crenças: ferramentas teóricas e conceituais das Ciências Sociais para o Ensino Religioso.

Abstract

This research aims to identify potential pathways for dialogue among Religious Education and Social Sciences, based on shared themes, content, and objects of study shared by these fields. The goal is to contribute to a public education that is appropriate for a secular state. In doing so, I seek to promote an education that encourages coexistence with diversity, respect for otherness, and, consequently, an anti-ethnocentric and non-confessional approach to religious studies. Building upon these principles, the primary objective of this work was to identify theoretical and conceptual contributions from the Social Sciences that could contribute to religious education classes, providing concrete support for overcoming the doctrinal bias that has historically characterized this discipline in Brazil. To understand the current state of religious education in Brazil4and more specifically, in a school located in the Cariri region of Paraíba - I conducted a literature review, analyzed curricular documents, observed classroom practices, carried out two interviews with teachers responsible for the discipline, and performed content analysis of the didactic materials used by each. The pedagogical practices of this discipline has been carried out in an improvised manner by teachers lacking specific training, often overwhelmed with multiple classes, different subjects, and using confessional, Christian-oriented didactic materials. To propose an alternative, I began by developing and testing a didactic sequence aimed at 9th-grade students in elementary school. Finally, I formulated a set of suggestions on how Social Sciences can contribute to Religious Education, based on concepts, theories, authors, and proposals for activities and dynamics. The material presented here is based on the content outlined for the 8th and 9th grades in the National Common Curricular Base (BNCC) and the Paraíba Curricular Proposal. From the data previously collected, I observed that the lack of didactic materials for this component is one of the main challenges faced by teachers. Therefore, the suggestions provided focus on establishing dialogues with Social Sciences through concepts, theories, authors, examples and proposals for activities and dynamics, aiming to enhance the quality and inclusiveness of religious education.