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Abstract(s)
A educação escolar, numa sociedade dinâmica e pluralista, acarreta o desafio de cooperar no processo de desenvolvimento das variadas dimensões da existência humana. Neste contexto, a Educação Moral e Religiosa Católica procura dar o seu contributo no plano do currículo português. Este estudo teve como objetivo analisar os contributos educativos da disciplina de Educação Moral e Religiosa Católica, através de um estudo de caso com alunos do nono ano e o respetivo professor. Os dados foram recolhidos através de uma ficha de caracterização, questionário aberto e grupos de discussão com 34 alunos e entrevista ao professor. Foram tidas em conta quatro dimensões: o valor da vida humana ao nível intrapessoal, o valor da vida humana na relação interpessoal, a relação com a espiritualidade e o projeto de vida. Os resultados apontam para: a implicação das experiências de vida com as perceções dos alunos; a transversalidade do outro nas dimensões intrapessoal e interpessoal da vida humana, na espiritualidade e no projeto de vida; a partilha de experiências na base de aprendizagens significativas; a intencionalidade pessoal e social da religiosidade; a religiosidade enquanto dimensão cultural; a importância da adaptação das escolhas ao longo da vida. Os dados revelaram que a disciplina permitiu, a estes alunos, contributos no domínio do aprofundamento e reflexão do valor e da dignidade da vida humana. O conhecimento e o respeito pelo outro manifestaram ser uma experiência social e multicultural para estes alunos. A disciplina proporcionou o desenvolvimento da experiência reflexiva sobre os valores espirituais, assim como, a aprendizagem cultural baseada na religiosidade. Trouxe, ainda, contributos aos alunos que lhes possibilitam projetar e adequar as suas escolhas ao longo da vida. Finalmente, são discutidas implicações relativamente ao papel e configuração da disciplina no plano curricular nacional, à formação dos professores e ao envolvimento dos encarregados de educação.
In a dynamic and pluralistic society, cooperation in school environment is essential for integral developments of human person. It is in this context that the subject Catholic Moral and Religious Education seeks to make its contribution in the Portuguese curriculum. This case study of the subject's educational contributions draws on the perceptions of 34 ninth grade students (14–15 years) and their teacher. The data were collected by means of a descriptive survey, an open questionnaire and focus groups with students, and a subsequent interview with their teacher. Data were collected on participants' perceptions across four discrete dimensions: the value of human life at the intrapersonal level, the value of human life in interpersonal relationships, one's relationship with spirituality and finally, life purpose. The study highlights six important findings: the manner in which students' life experiences shape their perceptions; the transversal nature of the concept of "other" across each of the four dimensions considered; that experiences of significant learning are shared with others; the personal and social intentionality of religiosity; that religiosity is a dimension of culture; the importance of adapting to one's circumstances and reevaluating choices as life progresses. The data revealed that the subject Catholic Moral and Religious Education contributed to the personal reflection of students on the value and dignity of human life. Knowledge and respect for the other proved to be a social and multicultural experience for these students. The subject facilitated reflective experience on spiritual values and cultural learning based on religiosity. It also enabled students to design and adapt their choices throughout life. Finally, selected implications of this study for the role and configuration of the subject in the national curriculum, the training of teachers and the involvement of parents/guardians are proffered.
In a dynamic and pluralistic society, cooperation in school environment is essential for integral developments of human person. It is in this context that the subject Catholic Moral and Religious Education seeks to make its contribution in the Portuguese curriculum. This case study of the subject's educational contributions draws on the perceptions of 34 ninth grade students (14–15 years) and their teacher. The data were collected by means of a descriptive survey, an open questionnaire and focus groups with students, and a subsequent interview with their teacher. Data were collected on participants' perceptions across four discrete dimensions: the value of human life at the intrapersonal level, the value of human life in interpersonal relationships, one's relationship with spirituality and finally, life purpose. The study highlights six important findings: the manner in which students' life experiences shape their perceptions; the transversal nature of the concept of "other" across each of the four dimensions considered; that experiences of significant learning are shared with others; the personal and social intentionality of religiosity; that religiosity is a dimension of culture; the importance of adapting to one's circumstances and reevaluating choices as life progresses. The data revealed that the subject Catholic Moral and Religious Education contributed to the personal reflection of students on the value and dignity of human life. Knowledge and respect for the other proved to be a social and multicultural experience for these students. The subject facilitated reflective experience on spiritual values and cultural learning based on religiosity. It also enabled students to design and adapt their choices throughout life. Finally, selected implications of this study for the role and configuration of the subject in the national curriculum, the training of teachers and the involvement of parents/guardians are proffered.
Description
Keywords
Currículo Educação moral e religiosa católica Estudo de caso Perceções de alunos e professor Curriculum Catholic moral and religious education Case study Students and teacher perceptions