Resumen:
Brazil is a secular state and has a religious plurality. Religious Education (RE), as a curricular component, considers religious plurality in its normative documents. This research focuses on RE in an indigenous context, specifically in an indigenous school in the municipality of Caucaia, Ceará. The objective is to verify how RE occurs in an indigenous context. It problematizes teacher training and teaching material. The research uses public documents, such as those from the school (Pedagogical Political Project), the Municipal Department of Education, in addition to national sources, up to the National Common Curricular Base (BNCC). These sources are analyzed in light of theoretical references. It starts from the hypothesis that ER in indigenous schools must include the community's culture, as indigenous culture needs to be respected, valued and recognized. This implies specific curriculum planning for this context. Based on this, the research proposes lesson plans for the eighth year of elementary school, covering both the BNCC and the indigenous context.
