"Eu tenho uma fé ampla que abrange todas as religiões e crenças...": narrativas juvenis e vivências da diversidade religiosa no cotidiano escolar

Abstract

In this dissertation, we investigate how young high school students experience their different religious manifestations within school, how they interact with colleagues who participate in communities with different customs, permeated by religion or without religion, and how these experiences affect the relationships between people in the school community. The research was carried out in 2022, during the morning shift at a public school that offers high school in the city of Lagoa Santa-MG. The quantitative and qualitative investigation used the questionnaire as strategies to understand the profile of the students and learn about the various religious or non-religious manifestations that populate the school environment. We carried out narrative interviews with the aim of understanding how students experience their beliefs at school. Valente and Setton (2014; 2016), Novaes (2018), Bortone and Groppo (2022), Röhr (2013), Rufino (2019), Dayrell and Carrano (2014), Abramo (1997), Bicudo (2005), Costa ( 2014), Paiva (2022) and Silva (2021) represent the group of authors who theoretically and methodologically pave the path taken to carry out the research. In dialogue with youth narratives, we notice a reality made up of different forms of religious belonging, as well as different ways of not belonging or even experiencing spirituality without being connected to a specific religious community. For young people, family and school are important references when it comes to expressing their religiosity, or even affirming themselves as non-religious. Spaces for sociability are the most frequent spaces where information is exchanged about ways of asserting oneself religiously, the curiosities that permeate school experiences, providing an exchange of knowledge and also the exercise of respect, openness to dialogue between students , who are always attentive, as the religious tensions that are present in our society cross the school walls. Students narrate experiences of prejudice, discrimination, silencing and religious racism when they talk about their belongings and highlight the importance of building knowledge and practices that educate for coexistence with religious diversity. New pedagogies propose the reconstruction of knowledge, learning that seeks to understand students, their families, faith communities and their knowledge about the world in which they live.