Report on experiences from supervised internships in religious education.

observação e práticas pedagógicas

Abstract

This article reports on supervised internship experiences developed in the Religious Education discipline at a public school in the Southeast Region of Brazil, encompassing observation, teaching, and monitoring of school inclusion throughout four stages. The objective is to present reflections on teaching practice, the relevance of Religious Education in civic education, and the challenges encountered in the school environment. In Stage I (Observation in Elementary School I), the importance of the discipline for ethics was noted, despite its devaluation and lack of specific teacher training. The observed practices involved religious diversity, playful and interdisciplinary activities, highlighting the need for greater reflection and continuing education. In Stage II (Teaching in Elementary School I), teaching in 3rd and 4th grade classes addressed rites, festivals, and the sacred, using reading, debate, and interpretation. The challenges included initial nervousness and student difficulties, reinforcing the role of Religious Education in the construction of values ​​and respect. Stage III (Religious Education in Middle School) focused on teaching classes from 6th to 9th grade, with themes such as ethics and diversity, applying dynamics and debates. The difficulty of participation and the need for methodological adaptation highlighted the importance of active methodologies. In Stage IV (Religious Education and Inclusion in Elementary School), teaching was combined with accompanying students with disabilities, addressing school and sacred spaces with various activities. The experience highlighted advances and limitations in inclusion, such as the need for greater training of monitors and the relevance of Specialized Educational Assistance (AEE) and pedagogical adaptation. It is hoped that the research will encourage Religious Education professionals to develop an ethical, welcoming and interreligious and intercultural dialogue-promoting stance, stimulating respect for the diversity of beliefs and the critical and sensitive formation of students, building inclusive educational spaces and valuing different religious and cultural manifestations.