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Este Relatório foi redigido na sequência da Prática de Ensino Supervisionada (PES), realizada no 7º ano da Escola Básica Damião de Góis, e procura analisar a evolução da prática letiva, bem como os métodos de ensino-aprendizagem utilizados. Dada a distância entre a realização da PES e a atualidade, apresentar-se-á, também, uma reflexão sobre a prática pedagógica desenvolvida após a PES, revelando a evolução dos métodos e dos instrumentos aplicados.
A reflexão sobre a PES tem por base a Unidade Letiva 2, «As Religiões», do 7º ano de escolaridade. No contacto com a turma, apurou-se que um grupo significativo de alunos não teve uma aproximação ao religioso e à sua linguagem. Esta constatação levou à investigação sobre o modo como se tem trabalhado e apresentado a experiência religiosa nas últimas décadas, verificando-se que há uma rutura geracional. Deste modo, a disciplina de EMRC tem a possibilidade de familiarizar os alunos com o fenómeno religioso, possibilitando um diálogo aberto, ajudando a compreender o que é a religião, qual o seu objetivo, qual o sentido para as suas vidas, bem como a perscrutar a diversidade religiosa, colaborando também na formação para a tolerância.
O Relatório da PES conclui com uma proposta de lecionação da Unidade Letiva 2, elaborada segundo o método da aprendizagem cooperativa, que coloca o aluno no centro das aprendizagens, sendo-lhe dadas orientações e instrumentos que visem a aquisição de conhecimentos de forma mais autónoma.
O objetivo do presente Relatório é refletir sobre como o religioso é trabalhado na disciplina de EMRC, observando também a transmissão da experiência da fé e o papel da família nesta questão.
This report was written following the Supervised Teaching Practice (PES), held to the 7th year of the Basic School Damião de Góis, and seeks to analyze the evolution of the teaching practice, as well as the teaching-learning methods used. Because of the distance between the realization of the PES and the present day, it will also be present a reflection on the pedagogical practice developed after the PES, by showing the evolution of the methods and instruments applied. The reflection on the PES is based on Teaching Unit 2, «As Religiões», of the 7th schooling year. By interacting with the class, it was concluded that a significant group of students did not get closer to the religious and its language. This conclusion led to an investigation of the method in which religious experience has been shaped and presented in recent decades, confirming that there is a generational rupture. In this way, the EMRC subject makes possible for the students to become familiar to the religious phenomenon, enabling an open dialogue, helping them to understand what religion is, its purpose, what is its meaning for their lives, as well as to be aware to religious diversity, also helping for the schooling for tolerance. The PES Report ends with a teaching proposal for the Teaching Unit 2, prepared by the cooperative learning method, which places the student as the center of the learning process, providing for guidance and for the instruments aimed at acquiring knowledge more autonomously. This report’s purpose is to think over how the religious are shaped in the EMRC subject, also observing the impart of the experience of faith and the family role in this issue.
This report was written following the Supervised Teaching Practice (PES), held to the 7th year of the Basic School Damião de Góis, and seeks to analyze the evolution of the teaching practice, as well as the teaching-learning methods used. Because of the distance between the realization of the PES and the present day, it will also be present a reflection on the pedagogical practice developed after the PES, by showing the evolution of the methods and instruments applied. The reflection on the PES is based on Teaching Unit 2, «As Religiões», of the 7th schooling year. By interacting with the class, it was concluded that a significant group of students did not get closer to the religious and its language. This conclusion led to an investigation of the method in which religious experience has been shaped and presented in recent decades, confirming that there is a generational rupture. In this way, the EMRC subject makes possible for the students to become familiar to the religious phenomenon, enabling an open dialogue, helping them to understand what religion is, its purpose, what is its meaning for their lives, as well as to be aware to religious diversity, also helping for the schooling for tolerance. The PES Report ends with a teaching proposal for the Teaching Unit 2, prepared by the cooperative learning method, which places the student as the center of the learning process, providing for guidance and for the instruments aimed at acquiring knowledge more autonomously. This report’s purpose is to think over how the religious are shaped in the EMRC subject, also observing the impart of the experience of faith and the family role in this issue.
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EMRC Escola Jovens Aprendizagem cooperativa Família Religiões Literacia do religioso Cultura do religioso Transmissão Identificação School Youths Cooperative learning Family Religions Religious literacy Religious culture Impart Identification