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Advisor(s)
Abstract(s)
A violência verbal e psicológica (violência escolar) entre pares na etapa da adolescência é um fenómeno muito presente nas escolas, tendo-se tornado uma preocupação mundial. Constitui, por isso, um desafio educativo de grande relevância. Do contexto da investigação realizada, emerge que, nos últimos anos, a problemática da violência nas escolas tem representado uma preocupação cada vez mais generalizada. Com efeito, o fenómeno é por si tão complexo e nele intervêm tantas variáveis e de diversa natureza que não parece possível apontar soluções de sucesso garantido.
O objetivo geral da presente investigação é tentar responder à questão, em que medida a disciplina de Educação Moral e Religiosa Católica (EMRC) pode constituir um contributo para o desenvolvimento moral dos adolescentes e, consequentemente, contribuir para a diminuição da violência verbal e psicológica (violência escolar) entre pares, na fase da adolescência.
Num tempo em que este fenómeno está em crescendo em contexto escolar, a disciplina de EMRC pode surgir como oportunidade de promover a educação moral, sendo uma aliada na educação dos jovens adolescentes. Esta educação moral, longe de transmitir somente valores relativos a padrões de comportamento conformista, pode promover interações sociais em vários contextos, permitindo aos alunos colocarem-se no lugar de outros e equacionarem vários julgamentos morais. Destacando-se, assim, a importância da disciplina de EMRC, como um contexto facilitador do desenvolvimento de um ambiente escolar isento de violência.
Verbal and psychological violence (school bullying) among peers during adolescence is a recurrent phenomenon in schools and it has become a worldwide concern. It is, therefore, a relevant challenge to everyone working in an educational setting. Research has shown that school bullying has become a generalised concern in recent years. Due to the complexity of this phenomenon, resulting from the fact that it involves so many different variables, its resolution is difficult to achieve and any presented solutions aren’t guaranteed to succeed. The general purpose of this investigation is to try to figure out to which extent Catholic Moral and Religious Education (EMRC) can contribute to the moral development of teenagers and by doing it help diminish verbal and psychological violence (school bullying) among teenage students. As this phenomenon grows in educational settings, EMRC classes can present an opportunity to promote moral education, making EMRC an ally in the education of teenage students. This moral education can go beyond transmitting a set of values associated with prevailing standards of behavior and encourage social interaction in various contexts. Thus, it can stimulate students to put themselves in somebody else’s shoes (experience other people’s points of view) and question previous moral judgements. EMRC classes present themselves as a context that can be used to facilitate the development of an educational setting free of violence.
Verbal and psychological violence (school bullying) among peers during adolescence is a recurrent phenomenon in schools and it has become a worldwide concern. It is, therefore, a relevant challenge to everyone working in an educational setting. Research has shown that school bullying has become a generalised concern in recent years. Due to the complexity of this phenomenon, resulting from the fact that it involves so many different variables, its resolution is difficult to achieve and any presented solutions aren’t guaranteed to succeed. The general purpose of this investigation is to try to figure out to which extent Catholic Moral and Religious Education (EMRC) can contribute to the moral development of teenagers and by doing it help diminish verbal and psychological violence (school bullying) among teenage students. As this phenomenon grows in educational settings, EMRC classes can present an opportunity to promote moral education, making EMRC an ally in the education of teenage students. This moral education can go beyond transmitting a set of values associated with prevailing standards of behavior and encourage social interaction in various contexts. Thus, it can stimulate students to put themselves in somebody else’s shoes (experience other people’s points of view) and question previous moral judgements. EMRC classes present themselves as a context that can be used to facilitate the development of an educational setting free of violence.
Description
Keywords
Adolescente EMRC Escola Valores Violência escolar Teenager School Values School bullying