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Advisor(s)
Abstract(s)
Este relatório da Prática de Ensino Supervisionada tem como objetivo mostrar a
importância do diálogo como ferramenta educacional e pedagógica num mundo cada vez mais
globalizado e especialmente desafiador no que às relações interpessoais diz respeito, sobretudo
entre os adolescentes.
Para mitigar os constrangimentos que a evolução tecnológica tem trazido ao diálogo
cara a cara junto dos mais novos, elencamos neste relatório o trabalho de três grandes
protagonistas: a escola, que tem trabalhado arduamente para acompanhar estas mudanças,
tentando reforçar as relações humanas através da partilha de valores e conhecimentos, tendo
em vista uma sociedade mais humana; os professores, fundamentais no crescimento intelectual,
científico e humano, mas fundamentalmente no estímulo ao pensamento crítico; e a disciplina
de Educação Moral e Religiosa Católica, que tem ajudado os alunos a desenvolver a sua
consciência de responsabilidade social, promovendo o respeito e a tolerância.
Com base nestes pressupostos, exploramos as teorias dialógicas de Martin Buber e de
Paulo Freire que apresentam o conceito de diálogo como veículo para uma nova civilização; a
elevação do conhecimento através do diálogo segundo a perspetiva de Edgar Morin; e a
importância do diálogo inter-religioso e da escola como instigadora, aos olhos de Francisco, o
Santo Padre.
É ainda abordado o imperativo ético de progresso que traz a comunicação inclusiva e
aberta quando exploradas todas as suas potencialidades.
A Unidade letiva 3 do manual do 7.º ano do Programa de Educação Moral e Religiosa
Católica, "Riqueza e Sentido dos Afetos", foi escolhida como referência para ilustrar essas
abordagens junto dos alunos. Neste trabalho mostramos as opções pedagógicas e didáticas
tomadas por nós para o ensino da Unidade letiva, tendo como foco central os afetos e a
adolescência.
This Supervised Teaching Practice report aims to show the importance of dialogue as an educational and pedagogical tool in an increasingly globalized and especially challenging world with regard to interpersonal relationships, especially among adolescents. In order to mitigate the constraints that technological evolution has brought to face-toface dialogue with younger people, we list in this report the work of three major protagonists: school, which has worked hard to keep up with these changes, trying to strengthen human relationships through sharing of values and knowledge, aiming a more humane society; teachers, fundamental in intellectual, scientific and human growth, but fundamentally in stimulating critical thinking; and the discipline of Catholic Moral and Religious Education, which has helped students to develop their awareness of social responsibility, promoting respect and tolerance. Based on these assumptions, we explore Martin Buber's and Paulo Freire's dialogical theories that present the concept of dialogue as a vehicle for a new civilization; the elevation of knowledge through dialogue according to the perspective of Edgar Morin; and the importance of inter-religious dialogue and of school as an instigator, in the eyes of Francis, the Holy Father. It also addresses the ethical imperative of progress that brings inclusive and open communication when all its potential is explored. Teaching unit 3 of the 7th grade manual of the Catholic Moral and Religious Education Program, "Wealth and Sense of Affections", was chosen as a reference to illustrate these approaches near the students. In this work we show the pedagogical and didactic options taken by us for the training of the Teaching Unit, having as a central focus the affections and adolescence.
This Supervised Teaching Practice report aims to show the importance of dialogue as an educational and pedagogical tool in an increasingly globalized and especially challenging world with regard to interpersonal relationships, especially among adolescents. In order to mitigate the constraints that technological evolution has brought to face-toface dialogue with younger people, we list in this report the work of three major protagonists: school, which has worked hard to keep up with these changes, trying to strengthen human relationships through sharing of values and knowledge, aiming a more humane society; teachers, fundamental in intellectual, scientific and human growth, but fundamentally in stimulating critical thinking; and the discipline of Catholic Moral and Religious Education, which has helped students to develop their awareness of social responsibility, promoting respect and tolerance. Based on these assumptions, we explore Martin Buber's and Paulo Freire's dialogical theories that present the concept of dialogue as a vehicle for a new civilization; the elevation of knowledge through dialogue according to the perspective of Edgar Morin; and the importance of inter-religious dialogue and of school as an instigator, in the eyes of Francis, the Holy Father. It also addresses the ethical imperative of progress that brings inclusive and open communication when all its potential is explored. Teaching unit 3 of the 7th grade manual of the Catholic Moral and Religious Education Program, "Wealth and Sense of Affections", was chosen as a reference to illustrate these approaches near the students. In this work we show the pedagogical and didactic options taken by us for the training of the Teaching Unit, having as a central focus the affections and adolescence.
Description
Keywords
Diálogo Comunicação Jovens Religião Educação Dialogue Communication Young people Religion Education