Diversidade religiosa e ensino de história: combate ao racismo religioso no ensino fundamental da Escola Estadual Senador Leite Neto

Abstract

This dissertation analyzes the contribution of History teaching to the promotion of religious diversity in elementary education, highlighting its formative potential in building a plural and democratic society. Considering that Brazil exhibits broad religious pluralism but still faces high levels of intolerance and prejudice—especially against African-based religions—this study proposes a reflection on the role of schools and didactic materials in overcoming these inequalities. The research is based on the premise that History teaching can foster in students a critical understanding of religious traditions by placing them in historical context, recognizing their influence on social, political, and cultural dynamics. The methodology is qualitative, involving textual, iconographic, and structural analysis of the textbook História: Sociedade & Cidadania (8th grade), by Alfredo Boulos Junior. The study seeks to identify how religions are represented, examining the presence of silencing, stereotypes, or approaches that either combat or perpetuate religious racism. The theoretical framework draws on Stuart Hall’s (2003) multiculturalism—which understands religious identity as a social and cultural construct—and Jörn Rüsen’s (1983) theory of history education, which emphasizes the development of historical consciousness as a tool for critical thinking and empathy. The research is also grounded in the author’s teaching experience, which revealed the persistence of religious prejudice among students and the lack of effective pedagogical strategies to address the topic in the classroom. In this context, the proposal for developing an educational booklet emerges as a pedagogical product that complements the research. The booklet presents, in accessible language, the concepts of religion and religious diversity, the main traditions present in Brazil, playful and reflective activities, and suggestions for complementary materials. Its aim is to facilitate classroom discussions on the topic, promoting respect, inclusion, and interreligious dialogue. The relevance of this research lies in the articulation between theory, teaching practice, and the production of pedagogical material aimed at valuing religious diversity, combating intolerance, and strengthening education for human rights. The study reaffirms History teaching as a privileged space for the formation of conscious, critical, and empathetic individuals capable of engaging in a pluralistic society with respect for differences.