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Abstract(s)
O presente estudo propõe um itinerário sobre a temática da Dignidade da vida humana. Este tema
está bastante presente no programa da disciplina de Educação Moral Religiosa Católica. Quais são os
desafios que se colocam hoje na educação? Qual o papel da disciplina de EMRC na escola? Como é
que a disciplina ajuda os jovens a refletir sobre o sentido da vida? Estas questões sempre me
interpelaram enquanto docente de EMRC. Qual o meu papel como professor desta disciplina? Que
metodologias devo aplicar nas minhas aulas? Estas e outras questões pretendo responder ao longo
deste estudo.
Este relatório divide-se em três capítulos. No primeiro capítulo, faço uma reflexão sobre a prática de
ensino supervisionada (PES). Inicialmente reflito sobre o agrupamento de escolas Monte da Lua, em
Sintra e o seu contexto, o projeto educativo da escola e a turma que lecionei. Posteriormente apresento
a minha experiência de lecionação no núcleo de estágio na Escola D, Fernando II. No segundo
capítulo, apresento uma reflexão sobre a dignidade da vida humana e o sentido da vida como proposta
educativa refletindo sobre o testemunho de Viktor Frankl. No terceiro capítulo, faço uma reflexão
sobre as finalidades e princípios da disciplina de EMRC e apresento uma proposta com vista a
promover nos jovens uma vida com sentido.
This study proposes an itinerary on the theme of the Dignity of human life. This theme is very present in the program of the discipline of Catholic Religious Moral Education. What are the challenges facing education today? What is the role of EMRC discipline in school? How does discipline help young people reflect on the meaning of life? These questions have always appealed to me as an EMRC teacher. What is my role as a teacher of this discipline? What methodologies should I apply in my classes? These and other questions I intend to answer throughout this study. This report is divided into three chapters. In the first chapter, I reflect on the practice of supervised teaching. Initially I reflect on the grouping of Monte da Lua schools in Sintra and its context, the educational project of the school and the class I taught. Later I present my experience of teaching in the internship center at School D, Fernando II. In the second chapter, I present a reflection on the dignity of human life and the meaning of life as an educational proposal reflecting on the testimony of Viktor Frankl. In the third chapter, I reflect on the purposes and principles of the discipline of EMRC and present a proposal with a view to promoting a meaningful life in young people.
This study proposes an itinerary on the theme of the Dignity of human life. This theme is very present in the program of the discipline of Catholic Religious Moral Education. What are the challenges facing education today? What is the role of EMRC discipline in school? How does discipline help young people reflect on the meaning of life? These questions have always appealed to me as an EMRC teacher. What is my role as a teacher of this discipline? What methodologies should I apply in my classes? These and other questions I intend to answer throughout this study. This report is divided into three chapters. In the first chapter, I reflect on the practice of supervised teaching. Initially I reflect on the grouping of Monte da Lua schools in Sintra and its context, the educational project of the school and the class I taught. Later I present my experience of teaching in the internship center at School D, Fernando II. In the second chapter, I present a reflection on the dignity of human life and the meaning of life as an educational proposal reflecting on the testimony of Viktor Frankl. In the third chapter, I reflect on the purposes and principles of the discipline of EMRC and present a proposal with a view to promoting a meaningful life in young people.
Description
Keywords
Educação Vida Prática de ensino supervisionada Educação Moral e Religiosa Católica Education Life Dignity Meaning of life Supervised teaching practice Catholic Moral and Religious Education