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Abstract(s)
No presente Relatório da Prática de Ensino Supervisionada, pretendemos analisar o
motivo pelo qual o cultivo da interioridade nos jovens é um desafio educativo
especialmente relevante nos nossos dias, partindo da constatação de que a disciplina de
EMRC tem na dimensão interior da pessoa o seu âmbito de trabalho por excelência.
Assim, o primeiro capítulo estará dedicado a uma necessária clarificação terminológica
dentro do mapa conceitual da Interioridade: como exterioridade, religiosidade,
espiritualidade e transcendência. À questão fulcral da juventude destinaremos o
segundo capítulo. No terceiro, dirigimos o nosso olhar para a escola, tentando
responder à questão: “A Interioridade educa-se?” clarificando quem, onde, quando e
como se educa esta dimensão. Finalmente, no quarto capítulo, apresentamos alguns
Projetos de Interioridade, dando especial relevo ao Projeto Hara e à implementação do
mesmo na lecionação da Unidade Letiva 6 - Um Sentido para a Vida - do Ensino
Secundário e os resultados positivos que apresenta para o crescimento e
desenvolvimento mental, académico, pessoal, social e espiritual do jovem.
In this Report on Supervised Teaching Practice, we intend to analyze why the cultivation of interiority among young people is an educational challenge that is especially relevant in our day, starting from the fact that the discipline of EMRC has on the interior dimension of the person - his work scope par excellence. Thus, the first chapter will be devoted to a necessary clarification of terminology within the conceptual map of Interiority as exteriority, religiosity spirituality and transcendence. The second chapter will deal with the central question of youth. In the third chapter we look at the school, trying to answer the question: “can you teach interiority?" Clarifying who, where, when and how this dimension is educated. Finally, in the fourth chapter, we present some Projects of Interiority, giving special emphasis to the Hara Project and the implementation of this project in the teaching of Lesson Unit 6 A Sense for the Life of Secondary Education and the positive results that it presents for the mental growth and academic, personal, social and spiritual development of the young person.
In this Report on Supervised Teaching Practice, we intend to analyze why the cultivation of interiority among young people is an educational challenge that is especially relevant in our day, starting from the fact that the discipline of EMRC has on the interior dimension of the person - his work scope par excellence. Thus, the first chapter will be devoted to a necessary clarification of terminology within the conceptual map of Interiority as exteriority, religiosity spirituality and transcendence. The second chapter will deal with the central question of youth. In the third chapter we look at the school, trying to answer the question: “can you teach interiority?" Clarifying who, where, when and how this dimension is educated. Finally, in the fourth chapter, we present some Projects of Interiority, giving special emphasis to the Hara Project and the implementation of this project in the teaching of Lesson Unit 6 A Sense for the Life of Secondary Education and the positive results that it presents for the mental growth and academic, personal, social and spiritual development of the young person.
Description
Keywords
Interioridade Religiosidade Espiritualidade Transcendência Jovens Educação Escola Projetos de interioridade Projeto Hara Prática de ensino supervisionada Interiority Religiosity Spirituality Transcendence Education School Interiority projects Project Hara Supervised teaching practice