A contribuição, do ponto de vista do professor-leitor, da Diálogo - Revista do Ensino Religioso
Miniatura indisponível
Data
2007
Título da revista
ISSN da revista
Título do Volume
Editora
Edições Universitárias Lusófonas
Resumo
A Diálogo – Revista de Ensino Religioso – tem contribuído para a formação dos professores no Brasil e na propagação do Ensino Religioso (ER), como área de conhecimento, desde a criação em 1995 até 2005, quando completou 10 anos de criação. Essa contribuição se dá por meio dos temas abordados e também pela ótica dos educadores, que buscam contribuir na elaboração da revista, enviando seus questionamentos e sugestões. A Revista Diálogo é editada pela Paulinas, desde outubro de 1995 e nasceu das aspirações de professores do ER. Criada em pleno debate da Lei de Diretrizes e Bases da Educação Nacional (LDBEN), que em 1997 ocorreu a revisão do Artigo 33,da Lei 9.475/97, que reforçou o ER como disciplina curricular e área de conhecimento a ser ensinado nas escolas públicas do ensino fundamental. O formato da Diálogo foi estudado pelos elaboradores, pensando no(a) professor(a)-leitor(a) do periódico, conforme descreve a editora, Irmã Luzia Sena, em entrevista: “(...) nós começamos do zero(...) pensando no formato da revista, colocando-nos no lugar do professor, como ele queria que fosse”. Da relação entre o professor-leitor e o periódico Diálogo há todo um processo de comunicação e recepção em que produto (a Revista) oportuniza ao público-sujeto-leitor-receptor (o professor) aquisição de conhecimento, de informação. O professor-leitor, por sua vez, retorna esse saber e interfere na elaboração da Revista. Para analisar as 134 Cartas dos Leitores da Revista Diálogo buscou-se agrupá-las em categorias, que facilitam o processo de análise. Da participação dos leitores em se corresponder com a direção da Revista Diálogo, 93 são do sexo feminino, sendo que os universos feminino e masculino que escreveram estão concentrados na região Sudeste do Brasil. Como “Formação” entendeu-se na leitura das cartas que são utilizadas, ao menos, com três fins específicos: na informação e atualização do(a) leitor(a)-receptor(a); como subsídio para atuação do professor em sala de aula e como material de apoio,manuseado pelos estudantes. Ao analisar as cartas, observando a formação e atuação dos receptores da Diálogo conseguiu-se delinear o perfil desse(a) leitor(a). Entre os correspondentes, 46,25% (62 leitores) não especificaram a formação ou a atuação profissional e 31,34% são professores do ER nas redes pública e particular e também religiosos(as). No uso da Revista Diálogo como “subsídios para a atuação em sala de aula”percebe-se a satisfação de 37,31% dos(as) leitores(as). Como o(a) receptor(a)-leitor(a)percebe a revista, pode vir a influenciar em seus sentimentos com relação ao objeto doconhecimento, neste caso o ER. O formato da Revista, a visualização, com imagens, fotos e ilustrações interferem na assimilação do objeto lido. Entre o universo de correspondências, 74 referem-se positivamente a apresentação da Revista Diálogo.
A Diálogo – Magazine of Religious Education – has contributed to the formation of the professors in Brazil and the propagation of Religious Education (RE) as area of knowledge since its creation in 1995 until 2005, completing 10 years of existence. This contribution has been accomplished by means of the subjects approached and by the point of view of the educators who have contributed in the refinement of the magazine, by sending their questions and suggestions. Born of the aspirations of teachers of RE, the Revista Diálogo has been edited by the Paulinas since October of 1995. It was created in full debate of the Law of Directives and Bases of the National Education (LDBEN) where in 1997 a revision of Article 33 of the Law 9.475/97 occurred. This reinforced RE as a curricular discipline and area of knowledge to be taught in public schools of fundamental education. The format of Dialog was studied by the creators, with the teacher-reader of the newspaper in mind. Agreeing with this description in an interview, Sister Shone Seine says, “(..) We start from nothing (..) thinking of the format of the magazine, putting ourselves in the place of the teacher, as he would want it to be”. Concerning the relationship between the professor-reader and the periodical, Dialog there is a complete process of giving and receiving. The product (the magazine) provides opportunity for the public readerreceiver (the teacher) to acquire knowledge and information. In turn, through dialogue and communication the teacher-reader provides more knowledge and contributes to the refinement of the Magazine. To facilitate the analysis of 134 readers’ letters, the magazine Dialog grouped them into categories. The respondents were concentrated in the Southeast region of Brasil, and of the 134 letters received, 93 were written by women. In the reading of the letters that were utilized, “formation” is understood with at least three specific ends: in the information and updating of the reader-receiver; as a subsidy for the teacher’s performance in the classroom and as support material utilized by students. Analization of the letters, and observation of the formation and role of the receivers of Dialog resulted in the following profile of the readers: Among those corresponding, 46.25% (62 readers) did not specify any formation or professional role, 31.34% were teachers of RE in private, public, and religious venues. In the use of the magazine Dialog as “subsidies for the performance in classroom” there appeared to be satisfaction from 37.31% of the readers. The perception of receivers-readers of the magazine is that it can come to influence their feelings regarding the object of the knowledge, in this case RE. The format of the magazine, the visualizations, with images, pictures and illustrations all combine in the assimilation of the object read. Considering all of the mail in its entirety, 74 refer positively to the presentation of the magazine Dialog.
A Diálogo – Magazine of Religious Education – has contributed to the formation of the professors in Brazil and the propagation of Religious Education (RE) as area of knowledge since its creation in 1995 until 2005, completing 10 years of existence. This contribution has been accomplished by means of the subjects approached and by the point of view of the educators who have contributed in the refinement of the magazine, by sending their questions and suggestions. Born of the aspirations of teachers of RE, the Revista Diálogo has been edited by the Paulinas since October of 1995. It was created in full debate of the Law of Directives and Bases of the National Education (LDBEN) where in 1997 a revision of Article 33 of the Law 9.475/97 occurred. This reinforced RE as a curricular discipline and area of knowledge to be taught in public schools of fundamental education. The format of Dialog was studied by the creators, with the teacher-reader of the newspaper in mind. Agreeing with this description in an interview, Sister Shone Seine says, “(..) We start from nothing (..) thinking of the format of the magazine, putting ourselves in the place of the teacher, as he would want it to be”. Concerning the relationship between the professor-reader and the periodical, Dialog there is a complete process of giving and receiving. The product (the magazine) provides opportunity for the public readerreceiver (the teacher) to acquire knowledge and information. In turn, through dialogue and communication the teacher-reader provides more knowledge and contributes to the refinement of the Magazine. To facilitate the analysis of 134 readers’ letters, the magazine Dialog grouped them into categories. The respondents were concentrated in the Southeast region of Brasil, and of the 134 letters received, 93 were written by women. In the reading of the letters that were utilized, “formation” is understood with at least three specific ends: in the information and updating of the reader-receiver; as a subsidy for the teacher’s performance in the classroom and as support material utilized by students. Analization of the letters, and observation of the formation and role of the receivers of Dialog resulted in the following profile of the readers: Among those corresponding, 46.25% (62 readers) did not specify any formation or professional role, 31.34% were teachers of RE in private, public, and religious venues. In the use of the magazine Dialog as “subsidies for the performance in classroom” there appeared to be satisfaction from 37.31% of the readers. The perception of receivers-readers of the magazine is that it can come to influence their feelings regarding the object of the knowledge, in this case RE. The format of the magazine, the visualizations, with images, pictures and illustrations all combine in the assimilation of the object read. Considering all of the mail in its entirety, 74 refer positively to the presentation of the magazine Dialog.
Descrição
Revista Lusófona de Ciência das Religiões
Palavras-chave
RELIGIÃO, RELIGION, EDUCAÇÃO RELIGIOSA, RELIGIOUS EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION