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É uma constante na solicitude da Igreja a formação dos futuros sacerdotes. É uma preocupação sempre atual a qualidade da formação e do ministério destes sacerdotes. A relação pedagógica é, em grande medida, responsável por essa missão essencialmente dialógica (Pastores dabo vobis, 1992; Ratio fundamentalis, 2016). Desta convicção e inquietação, nasceu o presente Trabalho de Investigação, voltado para responder à questão fundamental do impacto da relação pedagógica (entre formando e formador) na formação e na vida sacerdotal. Vem a propósito a Pedagogia Social na medida em que esta confere aportes pertinentes para a construção de caminhos socioeducativos humanistas e acolhedores que, partindo do valor “pessoa” e dos pressupostos da educabilidade e do diálogo formativo, possibilitam o acesso e o sucesso de uma missão sacerdotal conseguida na sua mais genuína identidade e finalidade, realizando o ideal da salvação – o mais autêntico desenvolvimento humano. O estudo parte de uma revisão de literatura, com a análise de documentos e textos sobre a formação sacerdotal e sobre a relação pedagógica, e avança para um estudo de caso inspirado na nossa experiência direta de formação sacerdotal.
The formation of future priests is a constant in the Church's concern. The quality of the formation and ministry of these priests is always a concern. The pedagogical relationship is largely responsible for this essentially dialogical mission (Pastores dabo vobis, 1992; Ratio fundamentalis, 2016). From this conviction and restlessness, the present Research Work was born, aimed at answering the fundamental question of the impact of the pedagogical relationship (between forming and training) on formation and priestly life. Social Pedagogy comes about to the extent that it provides relevant contributions to the construction of humanistic and welcoming socio-educational paths that, starting from the value "person" and the assumptions of education and formative dialogue, enable the access and success of a priestly mission achieved in its most genuine identity and purpose, fulfilling the ideal of salvation – the most authentic human development. The study is based on a literature review, with the analysis of documents and texts on priestly education and the pedagogical relationship, and advances to a case study inspired by our direct experience of priestly education.
The formation of future priests is a constant in the Church's concern. The quality of the formation and ministry of these priests is always a concern. The pedagogical relationship is largely responsible for this essentially dialogical mission (Pastores dabo vobis, 1992; Ratio fundamentalis, 2016). From this conviction and restlessness, the present Research Work was born, aimed at answering the fundamental question of the impact of the pedagogical relationship (between forming and training) on formation and priestly life. Social Pedagogy comes about to the extent that it provides relevant contributions to the construction of humanistic and welcoming socio-educational paths that, starting from the value "person" and the assumptions of education and formative dialogue, enable the access and success of a priestly mission achieved in its most genuine identity and purpose, fulfilling the ideal of salvation – the most authentic human development. The study is based on a literature review, with the analysis of documents and texts on priestly education and the pedagogical relationship, and advances to a case study inspired by our direct experience of priestly education.
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Pedagogia social Formação sacerdotal Relação pedagógica Perfil do formador Desenvolvimento humano Social pedagogy Priestly formation Pedagogical relationship Trainer profile Human development