A (in)visibilidade das religiões afro-brasileiras no ensino religioso: análise das narrativas de docentes em São Cristóvão, Sergipe

Abstract

This research investigates the suppression of Afro-Brazilian religiosity in the Religious Education Curriculum of Sergipe (2018), taking the National Common Core Curriculum (BNCC) as a normative reference. The study is based on the assumption that the construction of this curricular component is a field of power struggles between the State, the Catholic Church, and other hegemonic religious institutions, resulting in the oppression and erasure of certain traditions. The main objective is to analyze the aforementioned document in light of Law No. 10,639/2003, which makes the teaching of Afro-Brazilian history and culture mandatory, promoting reflection aimed at cultural repair and combating discrimination and religious intolerance. Methodologically, a qualitative approach is adopted, using content analysis (Bardin) to examine the curriculum and hermeneutic-dialectical analysis (Minayo) to interpret teaching narratives, in order to understand how they reproduce or contest the coloniality of power and knowledge. The theoretical framework is based on Latin American Decolonial Theory (Quijano, Mignolo, Walsh) to denaturalize Eurocentric epistemology, and on Social Representation Theories from a cultural history perspective (Chartier) to analyze the (in)visibility of subalternized religious identities. The research, situated in the field of Religious Studies, aims to foster discussion on ethnic-racial issues and religious racism, contributing to a truly egalitarian educational policy.