Religious education arrived at the National Common Curriculum Base (BNCC)

What about teachers now?

Abstract

This article problematizes the results of the post-doctoral research carried out in 2022/23, whose general objective was to identify the pedagogical practices of Religious Education (RE) teachers in the municipality of Cariacica – ES, to verify whether the BNCC contributes for teaching the subject from a non-confessional perspective. The research had as its theoretical-methodological contribution discussions such as that of Gatti et all (2019), on teacher training, of Freitas (2018), on the visibility of the discipline, of Junqueira (2020) on religious education at the BNCC, in addition to the guidelines and legal order on the subject. The methodology used was that of exploratory research, through semi-structured interviews with teachers from the teaching network, as well as bibliographical research that supported part of the discussions presented. As a result of the research, we highlight the difficulty that teachers have shown in teaching about religious diversity, both due to the academic training considered unsatisfactory for what determines the discipline, as well as the difficulty in talking about minority religions, especially those of African matrices, both due to lack of knowledge as for racism.