SECULARISM, RELIGIOUS DIVERSITY AND TEACHING: INTERFACES BETWEEN RELIGIOUS EDUCATION AND HISTORY TEACHING IN THE PUBLIC SCHOOL SYSTEM OF ESPÍRITO SANTO, BRAZIL

Abstract

The growing presence of religious diversity in Brazilian public schools has intensified discussions regarding state secularism and its implications for teaching practice. In educational environments shaped by multiple beliefs and cultural identities, teachers face the challenge of promoting citizenship education grounded in respect for differences. This study aimed to examine the relationship between Religious Education and History teaching in the public school system of Espírito Santo, Brazil, focusing on the pedagogical implications of religious pluralism in everyday school life. The research adopted a qualitative bibliographic review, analyzing scientific articles published between 2020 and 2025 in the SciELO, PubMed, and LILACS databases. Search terms addressed state secularism, religious diversity, teacher education, and public education. The findings reveal that non-confessional and interdisciplinary pedagogical approaches support dialogue, critical reflection, and democratic coexistence. Nevertheless, constraints related to teacher training, limited teaching resources, and institutional conditions were identified. The study concludes that strengthening secular principles in education requires articulation between curriculum design, teacher education policies, and participatory school management.