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Abstract(s)
O presente trabalho é, na sua essência, uma reflexão crítica sobre os desafios e exigências
colocados hoje à disciplina de Educação Moral e Religiosa Católica (EMRC) e, por
conseguinte, ao seu programa e didática, pelo Perfil dos Alunos à Saída da Escolaridade
Obrigatória2 e pela autonomia e flexibilidade curricular.
Neste contexto, colocam-se inevitavelmente duas questões. O aluno implícito no Programa de
EMRC de 2014 é o mesmo aluno cujo perfil o estado português agora define para doze anos de
escolaridade obrigatória, em linha com a visão internacional da educação para 2030? Diante da
autonomia curricular das escolas que oportunidades e limitações se colocam a uma disciplina
como a EMRC?
Sendo a escola raiz da cultura, e apontando o Perfil dos Alunos para a construção de uma cultura
científica e artística de base humanista, este Relatório vem também salientar a
imprescindibilidade do currículo escolar abranger, clara e inequivocamente, a área do fenómeno
religioso como dimensão do ser humano, expressão e elo de ligação entre comunidades e
culturas. Neste sentido e neste tempo, não residirá na escola a responsabilidade de ser um
exemplo vivo de respeito e integração, assumindo-se como interlocutora e promotora de uma
cultura de paz e tolerância? Para este fim, não se colocará hoje ao diálogo ecuménico e interreligioso
o desafio de participar conjuntamente nesta educação humanista de todos,
testemunhando o diálogo e a diversidade e contribuindo assim para o respeito, a inclusão, a
interculturalidade e a inter-religiosidade? Porque o novo espírito que o mundo atual precisa é,
antes de mais, um espírito de tolerância e paz.
This essay is, in its essence, a critical reflection on the challenges and demands placed today on Catholic Religious and Moral Education and, consequently, on its syllabus and didactics, by the document Perfil dos Alunos à Saída da Escolaridade Obrigatória and the curriculum´s autonomy and flexibility. In this context, two questions inevitably arise. Is the student implicit in the 2014 EMRC Program the same student whose profile the Portuguese state now defines for twelve years of compulsory education, in line with the international vision of education for 2030? Given the curricular autonomy of schools, what opportunities and limitations are placed on a subject such as EMRC? Being school a root of culture and pointing the Perfil dos Alunos to the construction of a humanistic, scientific and artistic culture, this essay also highlights the need for the school curriculum to clearly and unambiguously cover the area of the religious phenomenon as a human being dimension and expression and as a bond between communities and cultures. In this sense, isn’t it a school´s responsibility to be a living example of respect and integration, assuming itself as a promoter of a culture of peace and tolerance? In order to achieve that, isn´t there a challenge to the ecumenical and interreligious dialogue to jointly participate in this humanistic education for all, witnessing dialogue and diversity and thus contributing to respect, inclusion, interculturality and interfaith? The new spirit that today's world needs is, first and foremost, a spirit of tolerance and peace.
This essay is, in its essence, a critical reflection on the challenges and demands placed today on Catholic Religious and Moral Education and, consequently, on its syllabus and didactics, by the document Perfil dos Alunos à Saída da Escolaridade Obrigatória and the curriculum´s autonomy and flexibility. In this context, two questions inevitably arise. Is the student implicit in the 2014 EMRC Program the same student whose profile the Portuguese state now defines for twelve years of compulsory education, in line with the international vision of education for 2030? Given the curricular autonomy of schools, what opportunities and limitations are placed on a subject such as EMRC? Being school a root of culture and pointing the Perfil dos Alunos to the construction of a humanistic, scientific and artistic culture, this essay also highlights the need for the school curriculum to clearly and unambiguously cover the area of the religious phenomenon as a human being dimension and expression and as a bond between communities and cultures. In this sense, isn’t it a school´s responsibility to be a living example of respect and integration, assuming itself as a promoter of a culture of peace and tolerance? In order to achieve that, isn´t there a challenge to the ecumenical and interreligious dialogue to jointly participate in this humanistic education for all, witnessing dialogue and diversity and thus contributing to respect, inclusion, interculturality and interfaith? The new spirit that today's world needs is, first and foremost, a spirit of tolerance and peace.
Description
Keywords
EMRC Perfil dos alunos Competências Currículo Educação religiosa Religiões Tolerância Paz Interculturalidade e diálogo inter-religioso Catholic Religious and Moral Education Student profile Competencies Curriculum Religious education Religions Tolerance Peace Interculturality and interreligious dialogue