Islamic Schools in Brazil

Opportunities and Challenges in Muslim Religious Education

Abstract

This article investigates the institutional architecture, pedagogical practices, and identity dynamics of Islamic confessional schools in Brazil, analysing how these institutions balance national secular educational guidelines (BNCC/LDB) with the preservation of the Muslim faith and Arab culture. Employing a multi-method qualitative approach, the study combines an empirical mapping of all seven active Islamic schools in the country with an in-depth comparative case study of the two foundational Sunni and Shia institutions in the metropolitan area of São Paulo. Drawing on document analysis, surveys, and qualitative interviews with managers, teachers, pupils, and parents, the findings illustrate how mandatory tracks in Arabic language and Islamic theology are integrated alongside the national core curriculum. The comparative analysis reveals distinct pedagogical and aesthetic choices between Sunni and Shia traditions, alongside shared operational models regarding gender management and community life. Ultimately, the article argues that Islamic confessional schooling transforms ancestral heritage into social capital, fostering community belonging and civic integration within a minority context.