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Abstract(s)
Na senda da transição para uma sociedade informacional, a presença ubíqua no
espaço digital é hoje um marco social, configurando modelos de comunicação, formas de
relação e o estabelecimento de novas comunidades. Esta é uma realidade particularmente
relevante para adolescentes e jovens, que atravessando um período fundamental de
construção da personalidade e de desenvolvimento da identidade pessoal, encontram no
espaço digital, frequentemente, o lugar de pertença e de relação por excelência.
Consequentemente, esta é uma realidade a que a escola, de uma forma geral, e a educação
religiosa, em particular, não se podem alhear, sob pena de se autoexcluírem das redes de
referência que os adolescentes constroem e nas quais se inserem. Como tal, é urgente
renovar práticas e metodologias e incluir o espaço digital nas estratégias didáticopedagógicas, não apenas como ferramenta comunicativa, mas como verdadeiro lugar de
experiência e de relação e, como tal, capaz de aportar sentido à construção de
aprendizagens relevantes.
In the wake of the transition to an informational society, the ubiquitous presence in the digital world is, nowadays, a social landmark. It can shape communication models, the establishment of significant relationships and the development of new communities. This is particularly relevant for teenagers and youngsters, experiencing a fundamental period of personality construction and personal identity development, who often find in the digital world the place of belonging and relationship par excellence. Consequently, this is a reality that the school, in general, and religious education, in particular, cannot ignore, under penalty of excluding themselves from the reference networks that adolescents build and in which they insert themselves. As such, it is urgent to renew practices and methodologies and include the digital space in didactic and pedagogical strategies, not only as a communicative tool, but as a true place of experience and relationship and, as such, capable of providing meaning to the construction of relevant learning.
In the wake of the transition to an informational society, the ubiquitous presence in the digital world is, nowadays, a social landmark. It can shape communication models, the establishment of significant relationships and the development of new communities. This is particularly relevant for teenagers and youngsters, experiencing a fundamental period of personality construction and personal identity development, who often find in the digital world the place of belonging and relationship par excellence. Consequently, this is a reality that the school, in general, and religious education, in particular, cannot ignore, under penalty of excluding themselves from the reference networks that adolescents build and in which they insert themselves. As such, it is urgent to renew practices and methodologies and include the digital space in didactic and pedagogical strategies, not only as a communicative tool, but as a true place of experience and relationship and, as such, capable of providing meaning to the construction of relevant learning.
Description
Keywords
Adolescência Identidade Ambiente digital Didática Educação Moral e Religiosa Católica (EMRC) Prática de Ensino Supervisionada (PES) Adolescence Identity Digital environment Didactic Supervised teaching practice