Sem Deus, somos nada: representações religiosas na educação infantil de Itaberaí-go

Abstract

This study, enrolled in the line of research Culture and Symbolic System, seeks to apprehend the religious vision presented in early childhood education, in a Municipal Center for Early Childhood Education (CMEI) and a municipal school in the municipality of Itaberaí-GO. The proposal is to investigate, through an analysis of habitus (BOURDIEU, 1983), how the performance of educators and educators is guided by religious elements in the school environment and guide their pedagogical actions in the process of formation and development of children in early childhood education. The hypothesis is that the knowledge learned during the process of training teachers at a higher level may not be enough to replace those (religious) practices experienced at the beginning of the teachers' lives, which have become their habitus. This means that, while learning the logic of pedagogy, teaching didactics and the notion of secularism, the religious habitus that constituted them identitatively, throughout their life trajectory, has not been replaced by the habitus of pedagogy, at least not entirely. Therefore, religion is present in the educational process as a component of a “hidden curriculum”. This study was based on the assumptions of Pierre Félix Bourdieu (1983) who seeks to overcome both objectivism and subjectivism, based on constructivist structuralism. In this way, methodologically the data were collected through Life History and participant observation, in order to know the individual and professional trajectories of the teachers of the referred schools, the discourse analysis was used to interpret the narratives attributed by the research agents to the social representations linked to the religious phenomenon and its relationship with the educational process, in addition, a historical survey was carried out, through a literature review, of the secularization and secularization process of education, in order to understand how the Brazilian educational field is structured , both in the area of teacher training and in terms of early childhood education guidelines