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Advisor(s)
Abstract(s)
A adolescência tem início na puberdade, mas desconhece-se, em rigor, quando
termina. Só há pouco tempo é que foi reconhecida como um período de desenvolvimento
humano, tendo tido diferentes significados e formulações, consoante a cultura em que era
enunciada, pois o modo como cada cultura lida com os seus jovens resulta do seu contexto
sociocultural e histórico.
A noção de si mesmo, do seu corpo, a capacidade de lidar com as transformações
constantes, seja do ponto de vista físico, psicológico, cognitivo, emocional e espiritual, afetam
o jovem adolescente durante este processo de amadurecimento.
Saber posicionar-se num contexto espacial, tendo por referência um determinado
quadro de valores, pertença da comunidade em que se insere; atender aos fatores condicionantes
da relação consigo mesmo e da relação com os pares e demais membros; tentar compreender e
resistir às alterações intrínsecas e extrínsecas de se ser adolescente são, deveras, tarefas árduas
para os jovens adolescentes de agora.
Capacitar os jovens adolescentes para o olhar atento, para o cuidado a colocar no
encontro e acolhimento a dar ao outro, ao próximo; educar para a afetividade é deveras um
desafio e uma necessidade.
A abordagem a uma cultura de cuidado no encontro e acolhimento como dimensão
afetiva é assim essencial no contexto escolar, em que a disciplina de Educação Moral e
Religiosa Católica, que pretende contribuir para o desenvolvimento integral dos jovens, assume
preponderância, pois tem como objetivo a formação do ser humano e a sua vivência em
comunidade, integração plena na sociedade e na construção de um mundo melhor. Este
Relatório pretende demonstrar a importância de educar para a afetividade e para a fraternidade
humana.
Adolescence begins at puberty, but it is not known exactly when it ends. In fact, only recently it was recognized as a period of human development with different meanings and formulations, depending on the culture in which it was discussed, since the way each culture deals with its young people is a result of its sociocultural and historical context. The notion of oneself, of one's body and the ability to deal with the constant changes, whether it is from a physical, psychological, cognitive, emotional or spiritual point of view, affects young adolescents during this process of maturity. Knowing how to position on a spatial context, having as a reference a certain set of values, belonging to the community where one lives; bearing in mind the conditioning factors of the relationship with oneself and the relationship with peers and other members; trying to understand and resist the intrinsic and extrinsic changes of being a teenager are indeed arduous tasks for young teenagers today. To guide / teach young teenagers to take a closer look, to care about the way they meet and welcome others; educating for affection is indeed a challenge and a necessity. The approach to a culture of care on the encounter and welcome as an affective dimension is therefore essential on an educational context on which the discipline of Catholic Moral and Religious Education, aiming to contribute to the fully development of young people, assumes preponderance, as its goal is the development of the human being and his experience on the community, complete integration onto society and in building a better world. This Report intends to demonstrate the importance of educating for affectivity and human fraternity.
Adolescence begins at puberty, but it is not known exactly when it ends. In fact, only recently it was recognized as a period of human development with different meanings and formulations, depending on the culture in which it was discussed, since the way each culture deals with its young people is a result of its sociocultural and historical context. The notion of oneself, of one's body and the ability to deal with the constant changes, whether it is from a physical, psychological, cognitive, emotional or spiritual point of view, affects young adolescents during this process of maturity. Knowing how to position on a spatial context, having as a reference a certain set of values, belonging to the community where one lives; bearing in mind the conditioning factors of the relationship with oneself and the relationship with peers and other members; trying to understand and resist the intrinsic and extrinsic changes of being a teenager are indeed arduous tasks for young teenagers today. To guide / teach young teenagers to take a closer look, to care about the way they meet and welcome others; educating for affection is indeed a challenge and a necessity. The approach to a culture of care on the encounter and welcome as an affective dimension is therefore essential on an educational context on which the discipline of Catholic Moral and Religious Education, aiming to contribute to the fully development of young people, assumes preponderance, as its goal is the development of the human being and his experience on the community, complete integration onto society and in building a better world. This Report intends to demonstrate the importance of educating for affectivity and human fraternity.
Description
Keywords
Acolhimento Adolescência Afeto Cuidado EMRC Encontro Fratelli Tutti Próximo Hospitality Adolescence Affection Care Meeting Close/neighbor