Meanings and meanings of African-based religions in the context of the school

Abstract

This work aimed to understand how school interactions between students and teachers occur with respect to the field of African-based religions. The qualitative methodology included participant observation techniques, conversation circles with high school students, in addition to interviews with teachers and managers of a public school in a municipality in the greater São Paulo. Based on historical-cultural theory, the data analysis focused on the mediations between students and adults at the school in line with the positions adopted in the confrontation of ethnic-racial inequalities in school spaces, especially with regard to issues of a religious order. The results showed that adherents of religions of African origin go through constant situations of discrimination, both outside and inside the school walls. The analysis of the data reveals the way in which such religious belongings are hidden and omitted in institutional spaces, both from the point of view of students and the report of teachers. It is concluded that the stereotyped and prejudiced representation of Afro-Brazilian beliefs has given rise to situations of symbolic violence in the daily lives of school actors, in which only religions of Christian origin are recognized hegemonically. Such processes reinforce structural and institutional racism, highlighting the need for continued teacher training to deal with religious intolerance that is expressed in the most varied ways in educational contexts.