Religiosity and interculturality:

contributions of afro-brazilian and indigenous cosmologies in the school context

Abstract

The present study aimed to reflect on how Afro-Brazilian and indigenous cosmologies can enrich the teaching of religiosity and promote intercultural education, aligned with public policies of valuing diversity. The research has a qualitative, descriptive and interpretative character, based on a bibliographic review of contemporary authors and official documents. The analysis followed a hermeneutic-interpretative approach, seeking to understand meanings, practices and epistemologies present in the cosmologies studied. The results show that Afro-Brazilian and indigenous cosmologies constitute living epistemologies, articulating ways of life, community practices, rituals and relationships with the land. Religiosity is understood as a social and technical practice, and not just as informative content. The intercultural perspective implies active listening, coexistence with communities, and participatory methodologies, while the decolonial dimension involves epistemological recognition, pedagogical reformulation, and institutional measures that address epistemic and racial inequalities. The studies analyzed converge on the need to integrate experiential experiences, oral narratives and critical analysis of syncretism as pedagogical instruments. It is concluded that the incorporation of these cosmologies in the school curriculum not only enriches the teaching of religiosity, but constitutes ethical, political and pedagogical practice, promoting epistemological justice, dialogue between knowledges, cultural citizenship and the formation of subjects capable of understanding, respecting and valuing cultural and religious diversity.