TRANSITS AND ARTICULATIONS AROUND RELIGIOUS EDUCATION AS A CURRICULAR COMPONENT IN THE BNCC

Abstract

The discussion presented here stems from the ebó research project "The Construction of Curriculum Policies in/on Religious Education: Connections with African-Based Religions in the Municipality of Alcobaça, Bahia." Here, we analyze the transitions and connections surrounding the Religious Education (RE) curricular component, reflecting on the processes of developing RE curriculum policies up to the BNCC. The methodological approaches to the discussion presented in this text are based on documentary analysis and the learning/doing of ebó, articulating the elements and contexts that these interact with in the gaps that compose the construction of curricular policies. As an offering, the research brings to the proposed dialogue the (un)stitching of the seams of coloniality in education. In defining the point of reference for this ebó research, we understand that the research process is aligned with the need to establish dialogues of (de)construction to reinvent possibilities within the investigative path. Without intending to exhaust the discussion, we understand that the movements undertaken to construct the ER curricular component dialogue with a path entangled by disputes in arenas beyond education. In the wake of formulations regarding the existence of this curricular component, the periods that led to its construction highlight the negotiations carried out in the distinct contexts of educational policy, standardization, and curriculum policies.