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Advisor(s)
Abstract(s)
O presente relatório inscreve-se no âmbito da Prática de Ensino Supervisionada
(PES), do Mestrado em Ciências Religiosas, e tem como principal objetivo descrever e
justificar o trabalho realizado ao longo deste ano de estágio profissional. Esta
explanação reflete a importância de se pensar na vida como um projeto, na
adolescência, por ser uma fase de expectativas e perspetivas, num futuro em constante
ebulição. Para a realização deste estágio, como estratégia pedagógica, seguiu-se o
método indutivo, procurou-se promover o espírito crítico, o desenvolvimento da
autonomia, bem como a elaboração de atividades e a implementação de estratégias que
privilegiassem os interesses e o contexto sociocultural dos alunos.
Numa época fortemente marcada pela intolerância e pela violência, pela não
aceitação do estrangeiro e do migrante, é crucial dotar os nossos alunos de sensibilidade
e razão para o acolhimento do Outro, aquele por quem eu também sou responsável, no
sentido de os tornar participantes na construção de uma sociedade mais hospitaleira e
verdadeiramente inclusiva.
Assim, procura-se orientar os alunos de algumas chaves de referência,
desmontando a apatia e o indiferentismo, orientando-os para a participação ativa e
construtiva do seu próprio projeto.
This report is part of the Supervised Teaching Practice of the Master's Degree in Religious Sciences and its main objetive is to describe and justify the work carried out during this year of professional training. This explanation reflects the importance of thinking about life as a project in adolescence, because it is a phase of expectations and perspetives, in a constantly developing future. To achieve this training, as a pedagogical strategy, I followed the inductive method, I tried to promote the critical spirit, the development of autonomy, as well as to elaborate activities and implement strategies that privileged the interests and the sociocultural context of the students. In an age marked by intolerance and violence, by not accepting the foreigner and the migrant, it is crucial to give our students sensitivity and reason for welcoming the Other, the one for whom I am also responsible, to make them participate in the construction of a more hospitable and truly inclusive society. For this purpose, diverse and appropriate didactic resources were used to the universe of students, using dynamic activities and collaborative work, in order to promote restlessness, questioning, and disquietude. Thus, it´s intended to give the students some keys of reference, dismantling apathy and indifferentism, guiding them to the ative and constructive participation of their own project.
This report is part of the Supervised Teaching Practice of the Master's Degree in Religious Sciences and its main objetive is to describe and justify the work carried out during this year of professional training. This explanation reflects the importance of thinking about life as a project in adolescence, because it is a phase of expectations and perspetives, in a constantly developing future. To achieve this training, as a pedagogical strategy, I followed the inductive method, I tried to promote the critical spirit, the development of autonomy, as well as to elaborate activities and implement strategies that privileged the interests and the sociocultural context of the students. In an age marked by intolerance and violence, by not accepting the foreigner and the migrant, it is crucial to give our students sensitivity and reason for welcoming the Other, the one for whom I am also responsible, to make them participate in the construction of a more hospitable and truly inclusive society. For this purpose, diverse and appropriate didactic resources were used to the universe of students, using dynamic activities and collaborative work, in order to promote restlessness, questioning, and disquietude. Thus, it´s intended to give the students some keys of reference, dismantling apathy and indifferentism, guiding them to the ative and constructive participation of their own project.
Description
Keywords
Projetos Adolescência Felicidade Sonhos Perspetivas Expectativas Amizade Família Escola Responsabilidade Sociedade Construção Vocação Escolhas Deus Religião Ensino Projects Adolescence Happyness Dreams Perspetives Expectations Friendship Family School Responsibility Society Construction Vocation Choices God Religion Teaching