O ensino religioso no exercício da inclusão de crianças com deficiência no contexto escolar

Abstract

This research deals with School Religious Education and Inclusive Education and seeks to make an interface between these two important axes, focusing on Religious Education in the school context, since the Brazilian people are deeply religious, have their beliefs, their dogmas and their very particular convictions, in addition to bringing up another fact of fundamental importance which is the issue of inclusion in the school space, and thus, reflecting on the knowledge and religious diversity of students with disabilities. Its general objective is to analyze the importance of Religious Education (RE) for people with disabilities. It is intended to present the contents of RE, teacher training and the difficulties faced in teaching the discipline, such as the inclusion of people with disabilities in Religious Education classes and Inclusive Education as a way of contributing to the development of an efficient pedagogical practice. Theoretical support was based on: Rubem Alves, Arroyo, Vygotsky, Rego, Mantoan Junqueira, Mazzota, and others. The research deals with Religious Education in the school context, and its influence on the inclusion of students with disabilities, within the scope of school inclusion. It received a significant contribution in Vygotsky's interactionist theory which, in a socio-historical approach to education, defends the conception of a new concept which is the importance of social interaction. It was divided into sub-themes, where the contents of Religious Education, the formation of the teacher, the theoretical conceptions of Vygotsky and the difficulties faced in Religious Education, the analysis and interpretations of the Methodology of Religious Education and Inclusive Education will be addressed as a form of contributing to the development of an efficient pedagogical practice. It is concluded that Religious Education, as long as it is taught through a dialogical approach, contributes to the citizen formation and values of students with and without disabilities, as well as, it allows the inclusion of students to be carried out in an efficient and humanized way.