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Abstract(s)
O presente documento relata a experiência de ensino supervisionada realizada na Escola Básica dos 2º e 3º ciclos da Torre (EB23 da Torre) como parte do programa do Mestrado em Ciências Religiosas. Destacámos a importância da Unidade da Letiva 4, intitulada "A paz universal", pertencente ao currículo de Educação Moral e Religiosa Católica (EMRC) do 7º ano de ensino, como um contributo de promoção da paz e do bem-estar comum. Através deste trabalho, procurámos enfatizar a ideia de que a paz é um dos objetivos mais desejados pela humanidade e que a promoção do bem está intrinsecamente ligada a ela. Ao mesmo tempo, pretende-se desenvolver a noção de que todas as religiões
abraçam princípios, normas e valores éticos que promovem a paz. No Capítulo Um deste trabalho, explorámos o conceito de paz a partir de uma
perspetiva multidisciplinar das ciências sociais à religião. Inicialmente, discutimos a pluralidade do conceito de paz e como ele se reflete na sociedade, destacando as ideias de Robert Garric sobre fraternidade universal e amizade social. Em seguida, examinámos o contexto pós II Guerra Mundial e a criação da ONU em 1945 como um marco importante para a promoção da paz, além de refletir sobre a Carta Encíclica Pacem in Terris do Papa São João XXIII em 1963 e o Encontro de Assis promovido pelo Papa São João Paulo II em 1986. Também analisámos os esforços contemporâneos do Papa Francisco na busca da paz.
No Capítulo Dois, abordámos a paz como pilar fundamental da educação.
Explorámos também como a educação pode contribuir para a tolerância, o respeito à diferença e a construção do bem comum. Além disso, discutimos a importância da construção de um bem comum e o papel das instituições na promoção da paz. Por fim, destacámos o valioso contributo da Educação Moral e Religiosa Católica na formação de jovens que se tornam construtores ativos da paz. No Capítulo Três concentrámo-nos na descrição da Prática de Ensino
Supervisionada. Começámos por enquadrar a Prática de Ensino Supervisionada e, em seguida, caraterizando detalhadamente a Escola Básica dos 2.º e 3.º ciclos da Torre e a turma 7.º B. Explorámos também o papel da EMRC na escola, bordando o programa e o papel do docente da disciplina. Dedicámos espaço à reflexão sobre a prática pedagógica. No Capítulo 4, apresentámos uma proposta de atividade a realizar tendo em conta todos os conceitos explorados nos capítulos anteriores e o contexto multidisciplinar das aulas.
This document reports the supervised teaching experience carried out at the Basic School of the 2nd and 3rd cycles of Torre (EB23 da Torre) as part of the master's program in religious sciences. We highlighted the importance of the Lecture Unit 4, entitled "Universal peace", belonging to the Catholic Moral and Religious Education curriculum (EMRC) of the 7th year of education, as a contribution to promoting peace and common well-being. Through this work, we sought to emphasize the idea that peace is one of humanity's most desired goals and that the promotion of good is intrinsically linked to it. At the same time, it is intended to develop the notion that all religions embrace ethical principles, norms and values that promote peace. In Chapter One of this work, we explored the concept of peace from a multidisciplinary perspective from social sciences to religion. Initially, we discuss the plurality of the concept of peace and how it is reflected in society, highlighting Robert Garric's ideas about universal fraternity and social friendship. We then examine the post-World War II context and the creation of the UN in 1945 as an important milestone for the promotion of peace, in addition to reflecting on Pope Saint John XXIII's Encyclical Letter Pacem in Terris in 1963 and the Assisi Meeting promoted by Pope Saint John Paul II in 1986. We also analyzed Pope Francis's contemporary efforts in the search for peace. In Chapter Two, we addressed peace as a fundamental pillar of education. We also explored how education can contribute to tolerance, respect for differences and the construction of the common good. Furthermore, we discuss the importance of building a common good and the role of institutions in promoting peace. Finally, we highlight the valuable contribution of Catholic Moral and Religious Education in the formation of young people who become active builders of peace. In Chapter Three we focused on the description of Supervised Teaching Practice. We begin by framing the Supervised Teaching Practice and then characterizing in detail the Basic School of the 2nd and 3rd cycles of Torre and the 7th B class. We also explored the role of EMRC in the school, addressing the program and the role of the subject teacher. We dedicated space to reflection on pedagogical practice. In Chapter 4, we presented a proposal for an activity to be carried out taking into account all the concepts explored in the previous chapters and the multidisciplinary context of the classes.
This document reports the supervised teaching experience carried out at the Basic School of the 2nd and 3rd cycles of Torre (EB23 da Torre) as part of the master's program in religious sciences. We highlighted the importance of the Lecture Unit 4, entitled "Universal peace", belonging to the Catholic Moral and Religious Education curriculum (EMRC) of the 7th year of education, as a contribution to promoting peace and common well-being. Through this work, we sought to emphasize the idea that peace is one of humanity's most desired goals and that the promotion of good is intrinsically linked to it. At the same time, it is intended to develop the notion that all religions embrace ethical principles, norms and values that promote peace. In Chapter One of this work, we explored the concept of peace from a multidisciplinary perspective from social sciences to religion. Initially, we discuss the plurality of the concept of peace and how it is reflected in society, highlighting Robert Garric's ideas about universal fraternity and social friendship. We then examine the post-World War II context and the creation of the UN in 1945 as an important milestone for the promotion of peace, in addition to reflecting on Pope Saint John XXIII's Encyclical Letter Pacem in Terris in 1963 and the Assisi Meeting promoted by Pope Saint John Paul II in 1986. We also analyzed Pope Francis's contemporary efforts in the search for peace. In Chapter Two, we addressed peace as a fundamental pillar of education. We also explored how education can contribute to tolerance, respect for differences and the construction of the common good. Furthermore, we discuss the importance of building a common good and the role of institutions in promoting peace. Finally, we highlight the valuable contribution of Catholic Moral and Religious Education in the formation of young people who become active builders of peace. In Chapter Three we focused on the description of Supervised Teaching Practice. We begin by framing the Supervised Teaching Practice and then characterizing in detail the Basic School of the 2nd and 3rd cycles of Torre and the 7th B class. We also explored the role of EMRC in the school, addressing the program and the role of the subject teacher. We dedicated space to reflection on pedagogical practice. In Chapter 4, we presented a proposal for an activity to be carried out taking into account all the concepts explored in the previous chapters and the multidisciplinary context of the classes.
Description
Keywords
Encontros de Assis Escola Básica dos 2º e 3º ciclos da Torre Educação Moral Religiosa e Católica Fraternidade Universal e Amizade Social Papa João XXIII Papa João Paulo II Papa Bento XVI Papa Francisco Organização das Nações Unidas Prática de ensino supervisionada Paz Pacem in Terris Robert Garric Assisi meetings Basic School for the 2nd and 3rd cycles of Torre Religious and Catholic Moral Education Universal Brotherhood and Social Friendship Pope John XXIII Pope John Paul II Pope Benedict XVI Pope Francis United Nations Organization Supervised teaching practice Peace