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Abstract(s)
O presente Relatório Final da Prática de Ensino Supervisionada pretende refletir se num
mundo pautado pela superficialidade, estarão os alunos despertos para a espera e para a
confiança? Estarão conscientes de que a proposta do Advento como caminho de espera é
importante para cultivar o dom da esperança? Através da pedagogia do serviço, os alunos tornam-se mais conscientes de que a
esperança não é um sentimento só deles, mas que implica a sua atuação no mundo, ser-se
esperança para o outro, para a comunidade: «...a esperança em sentido cristão é sempre
esperança também para os outros. E é a esperança activa que nos faz lutar para que as coisas
não caminhem para o “fim perverso”.»Afinal «como seria possível viver neste mundo sem
confiar que haverá à nossa espera um mundo melhor?»
Em primeiro lugar, é fundamental observar que, para os cristãos o Advento e o Natal
nos trazem a maior dádiva de Deus, o Seu filho Jesus Cristo, que é a concretização da esperança
cristã que advém do Antigo Testamento, isto é, da Aliança de Deus com o Seu Povo. Logo se
pode afirmar que a esperança é um dom, algo que nos é dado por Deus como instrumento para
que, num mundo marcado pela inquietude, possamos viver em Graça.
Promover o encontro com o outro nas gerações mais jovens, especialmente com os que
se sentem excluídos é a missão da Educação Moral e Religiosa Católica [EMRC]. A pedagogia
do serviço, a partir da lecionação da Unidade Letiva número dois do quinto ano – “Advento e
Natal” parte da fé em Jesus, que Se faz presente no próximo, um menino pobre e indefeso, mas
que trouxe uma grande luz e riqueza ao mundo: a demonstração de que a felicidade e a salvação
passam pela entrega ao outro.
Pretende-se demonstrar que, partindo do estudo do significado dos vários sinais e
símbolos referenciados nesta unidade letiva, os alunos serão capazes de reconhecer a
importância de se ser esperança no mundo, na sua forma de ser e de estar em sociedade e, de
modo mais concreto, no contexto escolar. O recurso à simbologia representa uma forma de
inculturação da fé no mundo atual desligado do espiritual e submerso na superficialidade.
Para as crianças de dez anos é difícil saber esperar, quando o mundo à sua volta apela ao
imediato. Modificar este pensamento usando o exemplo do Advento como tempo de espera,
pelo recurso ao simbolismo, possibilitou aos alunos uma outra visão, e uma maior consciência
de que tudo se obtém se soubermos esperar com esperança.
This Final Report on Supervised Teaching Practice aims to reflect if in a world punctuated by superficiality, the students will be or are awake to the expectation and the confidence? Will be/Are they aware that the Advent proposal as a path of waiting is important to cultivate the gift of hope? First of all, it is essential to notice that for Christians, the Advent and Christmas bring us the greatest gift of God, His son Jesus Christ, who is the fulfillment of the Christian hope that comes from the Old Testament, that is from the Covenant of God with His People. It can then be said that hope is a gift, something that is given to us by God as an instrument so that, in a world marked by the restlessness, we can live in Grace. Promoting the encounter with the other in younger generations, especially with those who feel excluded is EMRC's mission. The pedagogy of the service, based on the teaching of the fifth-year unit number “Advent and Christmas”, starts from the faith in Jesus, who is present in the other, a poor and defenseless child, but who brought a great light and richness to the world: the demonstration that happiness and salvation pass through surrender to the other. It is intended to demonstrate that, starting from the study of the meaning of the various signs and symbols of the Teaching Unit mentioned above, the students recognize the importance of being hope in the world, in its way of being in society and in a more specific way in the school context. The use of symbology represents a form of inculturation of faith in today’s world disconnected from the spiritual and submerged in superficiality. For ten-year-olders it is hard to know how to wait when the world around them appeals to the immediate. Modifying this thinking using the example of the Advent as a waiting time through the use of symbolism has given students another insight and a greater awareness that everything is achieved if we know to wait with hope. Through service pedagogy, the students become more aware that hope is not our own feeling, but that it implies acting in the world, being hope to the others, to the community: «…hope in the Christian sense is also always hope to the others. And it is the active hope that makes us fight so that things do not go to the “evil end”.» «After all how would it be possible to live in this world without trusting that there will be a better world waiting for us?»
This Final Report on Supervised Teaching Practice aims to reflect if in a world punctuated by superficiality, the students will be or are awake to the expectation and the confidence? Will be/Are they aware that the Advent proposal as a path of waiting is important to cultivate the gift of hope? First of all, it is essential to notice that for Christians, the Advent and Christmas bring us the greatest gift of God, His son Jesus Christ, who is the fulfillment of the Christian hope that comes from the Old Testament, that is from the Covenant of God with His People. It can then be said that hope is a gift, something that is given to us by God as an instrument so that, in a world marked by the restlessness, we can live in Grace. Promoting the encounter with the other in younger generations, especially with those who feel excluded is EMRC's mission. The pedagogy of the service, based on the teaching of the fifth-year unit number “Advent and Christmas”, starts from the faith in Jesus, who is present in the other, a poor and defenseless child, but who brought a great light and richness to the world: the demonstration that happiness and salvation pass through surrender to the other. It is intended to demonstrate that, starting from the study of the meaning of the various signs and symbols of the Teaching Unit mentioned above, the students recognize the importance of being hope in the world, in its way of being in society and in a more specific way in the school context. The use of symbology represents a form of inculturation of faith in today’s world disconnected from the spiritual and submerged in superficiality. For ten-year-olders it is hard to know how to wait when the world around them appeals to the immediate. Modifying this thinking using the example of the Advent as a waiting time through the use of symbolism has given students another insight and a greater awareness that everything is achieved if we know to wait with hope. Through service pedagogy, the students become more aware that hope is not our own feeling, but that it implies acting in the world, being hope to the others, to the community: «…hope in the Christian sense is also always hope to the others. And it is the active hope that makes us fight so that things do not go to the “evil end”.» «After all how would it be possible to live in this world without trusting that there will be a better world waiting for us?»
Description
Keywords
Esperança Símbolo Advento Natal Invisível Simbologia Pedagogia do serviço Educar Hope Symbol Advent Christmas Invisible Symbology Pedagogy of service