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Migrações e multiculturalidade : EMRC, desafios e oportunidades para uma escola inclusiva
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Este Relatório Final da Prática de Ensino Supervisionada (PES), desenvolvido no âmbito do Mestrado em Ciências Religiosas da Faculdade de Teologia da Universidade Católica Portuguesa, apresenta uma reflexão aprofundada sobre o tema “Migrações e Multiculturalidade: Desafios e Oportunidades para uma Escola Inclusiva na disciplina de EMRC”, a partir da experiência pedagógica com a turma 8.º J do Agrupamento de Escolas do Castêlo da Maia. O estudo inscreve-se no paradigma da investigação-ação, procurando compreender de que modo a disciplina de Educação Moral e Religiosa Católica (EMRC) pode contribuir para a promoção de práticas inclusivas e interculturais, respondendo à crescente diversidade cultural e religiosa nas escolas portuguesas. Com base na observação direta, na planificação de aulas, nos registos reflexivos e nos instrumentos de avaliação formativa, analisam-se as implicações pedagógicas, éticas e teológicas da prática docente no contexto da multiculturalidade. Os resultados evidenciam que, quando articulada com metodologias ativas e dialogantes, a disciplina de EMRC revela um espaço fecundo para o encontro de culturas, o diálogo inter-religioso e a educação para a cidadania global. Conclui-se que a disciplina, ao continuar a adaptar-se segundo os princípios da pedagogia da descoberta e da fraternidade universal, assume um papel determinante na construção de uma escola verdadeiramente inclusiva e humanizadora.
This Final Report of the Supervised Teaching Practice (PES), carried out within the scope of the Master’s Degree in Religious Sciences at the Faculty of Theology of the Catholic University of Portugal, presents a critical reflection on the theme “Migrations and Multiculturalism: Challenges and Opportunities for an Inclusive School in the subject of EMRC”, based on the pedagogical experience with class 8.º J of the Castêlo da Maia School Cluster. The study follows an action-research paradigm, seeking to understand how the subject of Moral and Catholic Religious Education (EMRC) can foster inclusive and intercultural practices in response to the growing cultural and religious diversity present in Portuguese schools. Through direct observation, lesson planning, reflective journals, and formative assessment tools, the pedagogical, ethical, and theological implications of teaching practice in a multicultural context are analysed. The results show that when grounded in active and dialogical methodologies, EMRC proves to be a fertile space for the encounter of cultures, interreligious dialogue, and education for global citizenship. It is concluded that this subject, by continuing to develop according to the principles of the pedagogy of discovery and universal fraternity, plays a decisive role in building a truly inclusive and humanizing school.
This Final Report of the Supervised Teaching Practice (PES), carried out within the scope of the Master’s Degree in Religious Sciences at the Faculty of Theology of the Catholic University of Portugal, presents a critical reflection on the theme “Migrations and Multiculturalism: Challenges and Opportunities for an Inclusive School in the subject of EMRC”, based on the pedagogical experience with class 8.º J of the Castêlo da Maia School Cluster. The study follows an action-research paradigm, seeking to understand how the subject of Moral and Catholic Religious Education (EMRC) can foster inclusive and intercultural practices in response to the growing cultural and religious diversity present in Portuguese schools. Through direct observation, lesson planning, reflective journals, and formative assessment tools, the pedagogical, ethical, and theological implications of teaching practice in a multicultural context are analysed. The results show that when grounded in active and dialogical methodologies, EMRC proves to be a fertile space for the encounter of cultures, interreligious dialogue, and education for global citizenship. It is concluded that this subject, by continuing to develop according to the principles of the pedagogy of discovery and universal fraternity, plays a decisive role in building a truly inclusive and humanizing school.
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EMRC Multiculturalidade Inclusão Pedagogia Multiculturalism Inclusion Pedagogy
Contexto Educativo
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