Pluridiversidade Religiosa na escola: uma contribuição para o Ensino de Filosofia na Educação Básica a partir da filosofia do encontro de Martin Buber

Abstract

This research focuses on the theme of religious pluridiversity in schools, approached as a contribution to the teaching of Philosophy in Basic Education, based on Martin Buber’s Philosophy of Encounter. The central objective is to investigate concepts and practices related to the diversity of beliefs within the Brazilian context, seeking to construct pedagogical pathways that foster interreligious dialogue and the encounter with otherness in the school environment. The study is grounded on the hypothesis that Buber’s thought, with its fundamental concepts of the I-Thou relationship and the between, can offer consistent theoretical foundations for more dialogical and inclusive educational practices. The research adopts a qualitative approach, based on the phenomenological method, and was conducted in a public school through discussion circles with students, teachers, and representatives of different religious traditions—such as Catholicism, Protestantism, Umbanda, and Candomblé, among others. As a formative product, an educational podcast was developed, featuring reflections on coexistence among religions within the school space. The results highlight the need to consolidate a school culture that values the recognition of the other, respect for differences, and active listening as central elements of philosophical practice. It is concluded that the Philosophy of Encounter offers a significant contribution to the teaching of Philosophy, by proposing a pedagogy of encounter capable of promoting plural coexistence and ethical formation within the educational context.

Keywords: Pluridiversity; Martin Buber; Philosophy Teaching; Encounter; Dialogue; Community; Otherness.