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Educar para a fraternidade e para a solidariedade como expressão do amor ágape : um contributo para a UL 1 do 8.º ano “o amor”
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O Relatório Final da Prática de Ensino Supervisionada que agora se apresenta foi desenvolvido de forma a propor e fundamentar um contributo para a UL1: “O Amor” do 8º ano, do 3º Ciclo do Ensino Básico, que tem como objeto de estudo o amor humano. Este contributo procura promover uma educação orientada para a fraternidade e para a solidariedade como expressão do amor ágape. Este contributo torna-se pertinente e essencial, de modo particular, no tempo presente, em constante processo de transformação e evolução, que incentiva um forte e significativo individualismo/indiferença no qual as pessoas procuram dar primazia aos seus interesses e benefícios pessoais, descuidando da satisfação coletiva, o que pode conduzir à debilidade e deterioração do sentido e dos valores de coletividade, solidariedade e fraternidade. Deste modo, este estudo apresenta como principal objetivo ajudar os alunos a tomarem consciência da centralidade da fraternidade e da solidariedade como manifestação e expressão do amor ágape, contrariando uma pedagogia do egoísmo e potenciando e fomentando uma pedagogia da fraternidade, através da descoberta de novas e variadas formas de viver a experiência do amor fraterno no dia-a-dia que vão de certo modo ao encontro das suas especificidades e vivências. A metodologia aplicada para a realização do Relatório Final do PES, basear-se-á sobretudo no plano da «investigação-ação», através de uma análise das observações de aula, bem como através de um inquérito por questionário dirigido aos alunos do 8.º ano, onde foi inserido o meu núcleo de PES, com recurso ao Google Forms. Os resultados e descobertas encontrados permitem verificar que os alunos, embora necessitem de aprofundar os conceitos de “amor” e “amor ágape”, tendem a contornar e contrariar a presente tendência de indiferença e individualismo presente nas sociedades atuais, embora este processo deva ser melhor trabalhado e desenvolvido, de modo particular nas aulas de EMRC. A proposta pedagógico-didática sugerida procura desenvolver nos alunos não apenas orientações e valores morais e éticos, mas também comportamentos e atitudes provenientes do cristianismo, tornando, deste modo, possível a construção de pessoas mais empáticas, compreensivas, solidárias e respeitosas, que compreendem que não é bom nem exequível viver no egoísmo/individualismo e na indiferença, pois estas atitudes conduzem a uma satisfação individual e não a um bem-estar coletivo.
The final report of Supervised Teaching and Pratice that is now presented was developed in order to propose and substantiate a contribution to UL 1: “Love”, of the 8th year, of the 3rd of Cycle Basis Education which has human love as its object of study. This contribution seeks to promote na education oriented towards fraternity and solidarity as an expression of agape love. This contribution becomes pertinent and essential, particularly in the presente time, in a constant processof transfomation and evolution, which encourages a strong ad significant individualism/indifference in which people seek to give priority to their personal interests and benefits, neglecting the colletive satisfacion, which can lead to the weakness and deterioration of the meaning and values of collectiviy, solidarity and fraternity. Therefore, this study main objetive is to help students become aware of the centrality of fraternity and solidarity as a manifestation of agape love, countering a pedagogy os selfishness and enhacing and fostering a pedagogy of fraterniy, through the discovery of new and varied ways of living the experience of fraternal love on a daily basis that, in a certain way, meet their specificities and experiences. The methodology applied to produce the Supervised Teaching and Pratice final report will be based mainly on the “action-research” plan through na analysis of class observation, as well as through a questionnaire survey of 8th year students, where my Supervised Teaching and Pratice core was inserted, for this we will use Google Forms. The results and discoveries found allow us to verify that students, although they need to deepen the concepts of “love” and “agape love”, they tend to circumvent and counter the present trend of indifference and individualism present societies, although this process must be better worked and developed in EMRC classes The suggested didatic-pedagogical proposal seeks to develop in students not only moral and ethical guidelines and values, but also behaviours and atittudes originating from Christianity, thus making it possible to build more empathetic, understanding, supportive, and respectfull people, who understand that it is neither good nor feasible to live in selfishness/individualism and indifference, as these atittudes lead to individual satisfaction na not colletive well-being.
The final report of Supervised Teaching and Pratice that is now presented was developed in order to propose and substantiate a contribution to UL 1: “Love”, of the 8th year, of the 3rd of Cycle Basis Education which has human love as its object of study. This contribution seeks to promote na education oriented towards fraternity and solidarity as an expression of agape love. This contribution becomes pertinent and essential, particularly in the presente time, in a constant processof transfomation and evolution, which encourages a strong ad significant individualism/indifference in which people seek to give priority to their personal interests and benefits, neglecting the colletive satisfacion, which can lead to the weakness and deterioration of the meaning and values of collectiviy, solidarity and fraternity. Therefore, this study main objetive is to help students become aware of the centrality of fraternity and solidarity as a manifestation of agape love, countering a pedagogy os selfishness and enhacing and fostering a pedagogy of fraterniy, through the discovery of new and varied ways of living the experience of fraternal love on a daily basis that, in a certain way, meet their specificities and experiences. The methodology applied to produce the Supervised Teaching and Pratice final report will be based mainly on the “action-research” plan through na analysis of class observation, as well as through a questionnaire survey of 8th year students, where my Supervised Teaching and Pratice core was inserted, for this we will use Google Forms. The results and discoveries found allow us to verify that students, although they need to deepen the concepts of “love” and “agape love”, they tend to circumvent and counter the present trend of indifference and individualism present societies, although this process must be better worked and developed in EMRC classes The suggested didatic-pedagogical proposal seeks to develop in students not only moral and ethical guidelines and values, but also behaviours and atittudes originating from Christianity, thus making it possible to build more empathetic, understanding, supportive, and respectfull people, who understand that it is neither good nor feasible to live in selfishness/individualism and indifference, as these atittudes lead to individual satisfaction na not colletive well-being.
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EMRC Amor ágape Fraternidade Solidariedade Voluntariado Indiferença Pedagogia Agape love Fraternity Solidarity Volunteering Indifference Pedagogy
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Without CC licence