Orientador(es)
Resumo(s)
O presente relatório pretende refletir sobre as competências que, a partir das minhas lei-turas, discussões e prática letiva, reconheço como essenciais para o perfil do docente de Edu-cação Moral e Religiosa Católica: competências enquanto crentes (vivência da própria interio-ridade), científicas (construção processual dos momentos de ensino-aprendizagem) e humanas (desenvolvimento de uma relação de proximidade com os alunos).
Um dos grandes desafios feito à disciplina de Educação Moral e Religiosa Católica está relacionado com a sua justificação no contexto escolar. É possível fazê-lo com base em autores que reforcem a necessidade de trabalho em torno da dimensão espiritual dos alunos para a sua efetiva humanização. Todavia, a ação pedagógica dos docentes de Educação Moral e Religiosa Católica tem um papel de extrema importância na cativação dos alunos e seus pais e encarre-gados de educação. Tal não implica somente a ação dos professores das escolas públicas, nas quais se devem esforçar para atrair novas inscrições e manter os alunos já matriculados. Remete, igualmente, para a situação vivida nas escolas católicas, em que estes docentes são desafiados a esclarecer os alunos que têm esta disciplina como obrigatória, tornando aquele tempo profícuo e valioso para todos os envolvidos.
As grandes competências analisadas foram procuradas em contexto evangélico com a noção de que o docente de Educação Moral e Religiosa Católica se pode inspirar na ação hu-manizadora de Jesus para o desenvolvimento das suas próprias capacidades. A partir das con-clusões retiradas foi possível construir linhas de pensamento que pretendem servir a futuras reflexões em torno da formação inicial e contínua destes professores.
This report intends to reflect, based on my readings, discussions and teaching practice, upon the competences that I recognize as essential for the profile of the teacher of Moral and Religious Catholic Education: competences as believers (living your own spirituality), scien-tific (procedural construction of the teaching-learning moments) and human (developing a close relationship with students). One of the great challenges to the discipline of Moral and Religious Catholic Education is related to its justification in the school context. This can be based upon authors who reinforce the need to work the students’ spiritual dimension in order to reinforce their effective humani-zation. Nonetheless, the pedagogical action of these teachers undertakes a role of extreme im-portance for the engagement of the students and their parents and caregivers. This does not only imply the action of public-school teachers, in which context they must strive to attract new enrollments and keep students coming back to the class. It also refers to the situation lived in Catholic schools, where the teachers are challenged to clarify the students who are required to attend this discipline, making that time profitable and valuable for all those involved. The main competences analyzed were sought in the evangelical context according to the notion that the teacher of Moral and Religious Catholic Education may be inspired by Jesus’ humanizing action in order to develop its own capacities. From the reached conclusions, it will be possible to construct lines of thought that intent to serve future reflections about the initial and continuous formation of these teachers.
This report intends to reflect, based on my readings, discussions and teaching practice, upon the competences that I recognize as essential for the profile of the teacher of Moral and Religious Catholic Education: competences as believers (living your own spirituality), scien-tific (procedural construction of the teaching-learning moments) and human (developing a close relationship with students). One of the great challenges to the discipline of Moral and Religious Catholic Education is related to its justification in the school context. This can be based upon authors who reinforce the need to work the students’ spiritual dimension in order to reinforce their effective humani-zation. Nonetheless, the pedagogical action of these teachers undertakes a role of extreme im-portance for the engagement of the students and their parents and caregivers. This does not only imply the action of public-school teachers, in which context they must strive to attract new enrollments and keep students coming back to the class. It also refers to the situation lived in Catholic schools, where the teachers are challenged to clarify the students who are required to attend this discipline, making that time profitable and valuable for all those involved. The main competences analyzed were sought in the evangelical context according to the notion that the teacher of Moral and Religious Catholic Education may be inspired by Jesus’ humanizing action in order to develop its own capacities. From the reached conclusions, it will be possible to construct lines of thought that intent to serve future reflections about the initial and continuous formation of these teachers.
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Palavras-chave
Perfil do professor de Educação Moral e Religiosa Católica Papel humanizador da Escola Competências humanas Competências científicas Competências enquanto crente Relação de proximidade Ensino construtivista Vivência pessoal da interioridade Formação inicial e contínua de professores de Educação Moral e Religiosa Católica Profile of the teacher of Moral and Religious Catholic Education Humanizing role of the School Human competences Scientific competences Competences as a believer Proximity relation-ship Constructivist teaching Personal experience of the own spirituality Initial and continuous formation of Moral and Religious Catholic Education teachers