ANALYSIS OF THE INTEGRATION BETWEEN THE CURRICULAR GUIDELINES OF FORTALEZA AND THE BNCC IN RELIGIOUS EDUCATION AT SCHOOL AS A CURRICULAR COMPONENT

Abstract

This article critically analyzes the process of integration between the Curriculum Guidelines of the City of Fortaleza and the National Common Curriculum Base (BNCC) in the Religious Education component of Elementary School. The objective is to understand the challenges, limits, and possibilities of this articulation within the public school context, considering the principles of state secularism, religious diversity, and citizenship education. The study adopts a qualitative methodology, based on theoretical-bibliographic research and document analysis, grounded in educational legislation, official curricular documents, and specialized academic literature. The findings indicate that the convergence between local and national guidelines promotes more inclusive, dialogical, and human rights-oriented pedagogical practices, while also revealing challenges related to teacher training, institutional resistance, the development of contextualized teaching materials, and the assessment of socio-emotional competencies. It is concluded that, despite existing tensions and ambiguities, the integration of these normative frameworks represents a concrete opportunity to strengthen Religious Education as a space for critical reflection, respect for diversity, and the construction of democratic coexistence in schools.