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Resumo(s)
Este trabalho pretende avaliar o trabalho cooperativo como metodologia de aprendizagem
para a unidade letiva 3 do currículo de Educação Moral e Religiosa Católica para o 7ºano. Neste
sentido, procuramos avaliar a eficácia deste modelo construtivista de ensino através de uma
avaliação dos processos de trabalho, dos parâmetros curriculares alcançados e da satisfação e
envolvimento do corpo docente e discente. Apresentaremos, por fim uma reflexão crítica onde
poderemos concluir que um modelo de ensino construtivista pode se tornar uma ferramenta
muito válida e positiva nas aprendizagens cooperativas.
Por último, apresentaremos um desenvolvimento teológico da temática da unidade letiva
com vista a reforçar a pertinência de um trabalho cooperativo. A afetividade que determina a
ação surge, assim, como pertinente reflexão sobre a temática dos afetos. O lugar do próximo, a
ligação afetiva ao outro, o respeito pelo sentimento, o afeto como Dom de Deus, esse afeto que
conduz a vontade, essa vontade que conduzirá à ação, serão temáticas exemplificativas que nos
ajudarão a aprofundar o motivo de estudo e aprofundamento da sexualidade e dos afetos para
este corpo discente e para esta faixa etária.
This work intends to evaluate the cooperative work as a learning methodology for the 3th curriculum’s unit of Moral and Religious Education for the 7th grade. In this sense, we try to evaluate the effectiveness of this teaching constructive model through an evaluation of the work processes, the curricular parameters achieved and the satisfaction and involvement of the faculty and students. We will present, finally, a critical reflection where we can conclude that a constructivist teaching model can become a very valid and positive tool in cooperative learning. Finally, we will present a theological development of the theme of the teaching unit in order to reinforce the pertinence of a cooperative work. The affectivity that determines the Action appears, as well, as pertinent reflection on the subject of affections. The place of the neighbor, affective attachment to the other, respect for feeling, affection as gift of God, affection that leads to will, will that leads to action, will be exemplary themes that will help us to deepen the reason for study and deepening of sexuality and affections for this student body and for this age group.
This work intends to evaluate the cooperative work as a learning methodology for the 3th curriculum’s unit of Moral and Religious Education for the 7th grade. In this sense, we try to evaluate the effectiveness of this teaching constructive model through an evaluation of the work processes, the curricular parameters achieved and the satisfaction and involvement of the faculty and students. We will present, finally, a critical reflection where we can conclude that a constructivist teaching model can become a very valid and positive tool in cooperative learning. Finally, we will present a theological development of the theme of the teaching unit in order to reinforce the pertinence of a cooperative work. The affectivity that determines the Action appears, as well, as pertinent reflection on the subject of affections. The place of the neighbor, affective attachment to the other, respect for feeling, affection as gift of God, affection that leads to will, will that leads to action, will be exemplary themes that will help us to deepen the reason for study and deepening of sexuality and affections for this student body and for this age group.