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Resumo(s)
A educação para a fraternidade é um processo no qual cada ser humano se descobre
criatura, para depois saber-se filho (pois o Criador é Pai) e, por fim, reconhecer-se irmão.
Esta descoberta processual vive-se em espiral, resgatando e recuperando dimensões
anteriores, dando-lhes maior profundidade e significado. Na sociedade atual, onde tudo se
vive na dimensão linear, progressista, ainda que líquida e inconsistente, faz sentido uma
proposta assim? A educação, no que concerne à disciplina de Educação Moral e Religiosa
Católica, encontra na fraternidade a sua fonte e finalidade. Numa perspetiva de educação
integral, a dimensão cognitiva dos conhecimentos não poderá desvincular-se nunca das
capacidades e das atitudes. Com efeito, é necessário educar para a fraternidade, não só na
sua essência teórica, mas também na sua ética e praxis. Este relatório descreve o processo
de aplicação desta certeza fundante: a fraternidade precisa ser educada, rompendo
preconceitos e estigmas.
Fraternity education is a process through which each human being recognizes himself as a creature, later as a son (as God is the creator) and, finally, as a brother. This processual discovery is lived in spiral, rescuing and recovering previous dimensions, giving them greater deepness and meaning. In today’s society, where everything is lived in a linear and progressist, even if liquid and inconsistent dimension, does this kind of proposal make sense? Education, concerning the school subject “Moral and Catholic Religious Education”, finds in fraternity its source and purpose. In an integral education perspective, the knowledge cognitive dimension could never be separated from capacities and attitudes. In fact, education for fraternity is essential, not only in its theoretical essence, but also in its ethics and praxis. This review explains the application process of this certainty: fraternity needs to be educated, breaking prejudices and stigmas.
Fraternity education is a process through which each human being recognizes himself as a creature, later as a son (as God is the creator) and, finally, as a brother. This processual discovery is lived in spiral, rescuing and recovering previous dimensions, giving them greater deepness and meaning. In today’s society, where everything is lived in a linear and progressist, even if liquid and inconsistent dimension, does this kind of proposal make sense? Education, concerning the school subject “Moral and Catholic Religious Education”, finds in fraternity its source and purpose. In an integral education perspective, the knowledge cognitive dimension could never be separated from capacities and attitudes. In fact, education for fraternity is essential, not only in its theoretical essence, but also in its ethics and praxis. This review explains the application process of this certainty: fraternity needs to be educated, breaking prejudices and stigmas.
Descrição
Palavras-chave
Fraternidade Fraternidade cristã Processo antropológico Irmão/ã Fraternity Christian fraternity Anthropologic process Brotherhood Fraternity education Fraternal experience EMRC