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Liberdade e livre arbítrio : o contributo da EMRC para uma reflexão em contexto escolar
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O presente trabalho é resultado da minha Prática de Ensino Supervisionada (PES) realizada na Escola D. Dinis em Leiria e aconteceu no ano letivo de 2019/20 com a turma F do 8º Ano. É também o trabalho exigido para a obtenção do grau de Mestre em Ciências Religiosas na variante de Educação Moral e Religiosa Católica (EMRC). Desenvolve-se em três capítulos e pretende ser um relatório do que foi a minha experiência neste estágio com a docência da Unidade Letiva de Referência sobre a Liberdade. O seu objetivo, para além de relatar um pouco do que foi a PES, pretende refletir o que foi a minha investigação sobre o tema de modo a adquirir melhores competências para a sua lecionação. No primeiro capítulo faço uma pequena reflexão sobre o ensino religioso na escola pública e o caráter opcional da disciplina de EMRC. Reflito, igualmente, sobre o perfil do professor de EMRC pelas caraterísticas peculiares que a disciplina tem e que faz dos professores também “um pouco diferentes” dos seus colegas de outras disciplinas. Após uma pequena caraterização da escola, faço também a caraterização da turma onde ocorre a PES. Ainda neste capítulo descrevo a preparação, planificação e como ocorreram as aulas da Unidade Letiva de Referência, com uma pequena reflexão sobre elas. Pelo facto de as aulas presenciais terem sido interrompidas por causa da pandemia, divido a descrição em aulas presenciais e aulas on-line, pelas caraterísticas totalmente diferentes umas das outras. No segundo capítulo está refletida a investigação que fiz acerca da definição e noções de liberdade e livre arbítrio. A liberdade é um conceito de uma amplitude enorme e um dos mais estudados. Socorri-me de dicionários e enciclopédias na procura de uma definição o mais consensual possível. Depois, procurei, em autores que considero influentes na construção do pensamento da cultura ocidental, o que dizem sobre a liberdade. Uns que são apologistas da total liberdade do Homem e outros que praticamente a negam na sua totalidade. Decorrente destas noções de liberdade coloquei a questão se será ou não o Homem livre. Concluí que, apesar da grande dificuldade em compreender o que é a liberdade, pode-se dizer que não só o Homem é livre como é uma das suas principais caraterísticas. No terceiro capítulo refiro-me à atividade prática que pretende consolidar aquilo que foi aprendido sobre liberdade e livre arbítrio e a diferença que existe entre estes dois conceitos, que são muito confundidos, nomeadamente pelos jovens destas idades. Trata-se de trabalhar a liberdade na adolescência a partir do caso da fuga de uma adolescente alemã para se alistar no exército do Estado Islâmico.
This work is the result of my Supervised Teaching Practice (PES) carried out at Escola D. Dinis in Leiria and took place in the 2019/20 academic year with class F of 8 grade. It is also the work required to obtain the Master’s degree in Religious Sciences in the Catholic Moral and Religious Education variant (EMRC). It is developed in three chapters and aims to be a report of my experience in this internship teaching the Reference Teaching Unit on Freedom. Its objective, in addition to reporting a little about what PES was, intends to reflect what my research on the topic was in order to acquire better skills for its teaching. In the first chapter I make a small reflection on religious education in public schools and the optional nature of the EMRC subject. I also reflect on the profile of the EMRC teacher due to the peculiar characteristics that he has and which makes these teachers also “a little different” from their colleagues in other subjects. After a small characterization of the school, I also characterize the class where PES takes place. Still in this chapter I describe the preparation, planning and how the classes of the Reference Teaching Unit took place, with a small reflection on them. Since face-to-face classes were interrupted due to the pandemic, I divide the description into face-to-face classes and online classes, due to their totally different characteristics. The second chapter reflects the investigation I carried out regarding the definition and notions of freedom and free will. Freedom is a concept of enormous scope and one of the most studied. I used dictionaries and encyclopedias in search of a definition that was the most consensual as possible. Then, I looked for what they say about freedom in authors that I consider influential in the construction of Western cultural thought. Some who are apologists for the total freedom of Man and others who practically deny it in its entirety. As a result of these notions of freedom, I raised the question of whether or not Man is free. I concluded that, despite the great difficulty in understanding what freedom is, it can be said that not only is Man free, but it is one of his main characteristics. In the third chapter I refer to the practical activity that aims to consolidate what was learned about freedom and free will and the difference that exists between these two concepts, which are very confused, particularly by young people of these ages. It's about working on freedom in adolescence, based on the case of a German teenager escaping to enlist in the Islamic State army.
This work is the result of my Supervised Teaching Practice (PES) carried out at Escola D. Dinis in Leiria and took place in the 2019/20 academic year with class F of 8 grade. It is also the work required to obtain the Master’s degree in Religious Sciences in the Catholic Moral and Religious Education variant (EMRC). It is developed in three chapters and aims to be a report of my experience in this internship teaching the Reference Teaching Unit on Freedom. Its objective, in addition to reporting a little about what PES was, intends to reflect what my research on the topic was in order to acquire better skills for its teaching. In the first chapter I make a small reflection on religious education in public schools and the optional nature of the EMRC subject. I also reflect on the profile of the EMRC teacher due to the peculiar characteristics that he has and which makes these teachers also “a little different” from their colleagues in other subjects. After a small characterization of the school, I also characterize the class where PES takes place. Still in this chapter I describe the preparation, planning and how the classes of the Reference Teaching Unit took place, with a small reflection on them. Since face-to-face classes were interrupted due to the pandemic, I divide the description into face-to-face classes and online classes, due to their totally different characteristics. The second chapter reflects the investigation I carried out regarding the definition and notions of freedom and free will. Freedom is a concept of enormous scope and one of the most studied. I used dictionaries and encyclopedias in search of a definition that was the most consensual as possible. Then, I looked for what they say about freedom in authors that I consider influential in the construction of Western cultural thought. Some who are apologists for the total freedom of Man and others who practically deny it in its entirety. As a result of these notions of freedom, I raised the question of whether or not Man is free. I concluded that, despite the great difficulty in understanding what freedom is, it can be said that not only is Man free, but it is one of his main characteristics. In the third chapter I refer to the practical activity that aims to consolidate what was learned about freedom and free will and the difference that exists between these two concepts, which are very confused, particularly by young people of these ages. It's about working on freedom in adolescence, based on the case of a German teenager escaping to enlist in the Islamic State army.
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PES EMRC Liberdade Livre arbítrio Freedom Free will
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CC License
Without CC licence