| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 684.61 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Com base nos estudos didático-científicos de diversas áreas, tais como, Psicologia, Filosofia, Teologia e Didática proponho-me refletir sobre o “Crescimento Moral e Religioso” no âmbito da Unidade Letiva 3 da disciplina de Educação Moral e Religiosa Católica do 7º ano de escolaridade do ensino básico - “Riqueza e sentido dos Afetos”.
Sendo a adolescência uma etapa muito importante do crescimento humano, a aula de EMRC constitui, de entre vários interlocutores sociais, um espaço e um tempo fulcrais, no sentido de promover a educação moral, através da consciência moral, que é fundante e transversal à educação integral dos adolescentes e jovens.
Utilizando metodologias ativas, a descentração, questionamento, respeito opinativo, justiça, igualdade, solidariedade e diálogo, professor e alunos, indíviduos portadores de riquíssimos backgrounds existenciais; vivendo, absorvidos e repletos por realidades, factos, circunstâncias e situações pessoais e sociais encontram-se (espaço-tempo) na aula de EMRC (formal e informal) para que possam crescer ou continuar a crescer moral e espiritualmente.
A disciplina de EMRC, fazendo parte do sistema educativo nacional, é uma disciplina confiada à Igreja Católica. A sua presença na Escola Pública e programa com metas, objetivos e conteúdos, alguns dos quais redutores, herméticos e catequéticos originam fraca adesão e contestação dos alunos e famílias. Torna-se necessário analisar criticamente e reformular o programa da disciplina; nomeadamente esta unidade letiva, para que a disciplina de EMRC passe a incluir todos os alunos num único currículo e não só os alunos que se identificam a nível religioso.
Based on didactic-scientific studies from different areas, such as Psychology, Philosophy, Theology and Didactics, I propose to reflect on the “Moral and Religious Growth” within the scope of the Teaching Unit 3 of the discipline of Catholic Moral and Religious Education basic education level - “Wealth and sense of affection”. Being adolescence is a very important stage of human growth, the EMRC class constitutes, among several social interlocutors, a central space and time, in order to promote moral education, through moral awareness, which is fundamental and transversal to educate adolescents and young people. Using active methodologies, decentralization, questioning, opinionated respect, justice, equality, solidarity and dialogue, teacher and students, individuals with very rich existential histories; living, absorbed and replete with realities, facts, circumstances, personal and personal situations (space-time) in the EMRC class (formal and informal) so they can grow or continue to grow morally and spiritually. EMRC discipline, as part of the national education system, is a discipline entrusted to the Catholic Church. Its presence in the Public School and a program with goals, objectives and contents, some of which are reducing, hermetic and catechetical, cause poor adherence and challenge from students and families. It becomes necessary to critically analyze and reformulate the discipline's program; namely this teaching unit, so that the EMRC subject starts to include all students in a single curriculum and not only students who identify themselves at a religious level.
Based on didactic-scientific studies from different areas, such as Psychology, Philosophy, Theology and Didactics, I propose to reflect on the “Moral and Religious Growth” within the scope of the Teaching Unit 3 of the discipline of Catholic Moral and Religious Education basic education level - “Wealth and sense of affection”. Being adolescence is a very important stage of human growth, the EMRC class constitutes, among several social interlocutors, a central space and time, in order to promote moral education, through moral awareness, which is fundamental and transversal to educate adolescents and young people. Using active methodologies, decentralization, questioning, opinionated respect, justice, equality, solidarity and dialogue, teacher and students, individuals with very rich existential histories; living, absorbed and replete with realities, facts, circumstances, personal and personal situations (space-time) in the EMRC class (formal and informal) so they can grow or continue to grow morally and spiritually. EMRC discipline, as part of the national education system, is a discipline entrusted to the Catholic Church. Its presence in the Public School and a program with goals, objectives and contents, some of which are reducing, hermetic and catechetical, cause poor adherence and challenge from students and families. It becomes necessary to critically analyze and reformulate the discipline's program; namely this teaching unit, so that the EMRC subject starts to include all students in a single curriculum and not only students who identify themselves at a religious level.
Description
Keywords
EMRC Adolescência Crescimento moral Subjetivismo e catequese Adolescence Moral growth Subjectivism and catechesis