Formação docente e construção de práticas pedagógicas para o ensino religioso nos anos iniciais do ensino fundamental (Bom Jesus - Alto Sertão Paraibano).

Abstract

This research investigated the relationship between teacher training and the construction of pedagogical practices for Religious Education (RE) based on the professional work of pedagogues who have taught this curricular component in the Early Years of Elementary School at the Maria do Carmo Gonçalves Municipal School of Early Childhood and Elementary Education, located in the city of Bom Jesus, Alto Sertão region of Paraíba. Throughout the chapters, the challenges faced by these teachers were addressed, due to the tensions between a Catholic tradition with a colonial profile and the current demands for a free, plural and democratic exercise of religiosity in our country. To this end, RE was considered a sensitive and complex curricular component, especially in the Early Years of Elementary School, in which teachers with a degree in Pedagogy teach RE together with other core components. In theoretical terms, the concepts of field and habitus formulated by the French sociologist Pierre Bourdieu (1983; 1994; 1999; 2000; 2001; 2007) were used, systematized in the idea of teacher habitus, from which this professional teaching field was analyzed, in dialogue with studies of Religious Sciences. The methodology used was qualitative research, using the descriptive method, complemented by a bibliographical research on RE. In addition, interviews were conducted with five pedagogues who teach classes in the Initial Years of Elementary School at the aforementioned school. It is concluded that the process of initial and continued training of these pedagogues has not given the necessary attention to Religious Education, resulting in pedagogical practices that lack more contemporary and effective approaches to RE in the Initial Years of Elementary School.