Coerência entre ensino religioso e o estilo de vida do professor
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Data
2007
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Editora
Edições Universitárias Lusófonas
Resumo
O atual descrédito em relação à prática da moralidade e a conseqüente exacerbação de diversos tipos de violência, possibilitam ao ensino religioso configurar-se como instrumento de busca para respostas a esses problemas. A partir do trabalho com Disciplina Especial ofertada nesta instituição desde 2005, discutem-se caminhos em direção a esse alvo. A proposta é fundada na concepção pestalozziana de experiência religiosa; na viabilidade de práticas pedagógicas que não desprezam a fé, e no necessário envolvimento prático do educador com o exercício do “amor incondicional”. Resultados parciais obtidos junto ao grupo de licenciandos atendido, apontam à continuidade das ações na análise crítica do objeto do ensino religioso junto a institucionalidade educacional e o impacto do mesmo em na rotina do educador/aluno.
The recent disbelief relating to the practice of morality and the consequent exacerbation of violence can empower religious teaching as an instrument and as a way to solve such problems. After the work developed in a Special Course at this institution, since 2005, we have discussed some leading ways towards such target. The proposal bases itself upon Pestalozzian concepts of the religious experience; the viability of pedagogical practices that do not deny faith, and the necessary and practical involvement of the educator as an exercise into “unconditional love”. The partial results already gathered in the aforementioned context among graduating students, point to a series of continuous actions, as far as the critic of the object of religious teaching is concerned, and to its impact in the educator/student routines.
The recent disbelief relating to the practice of morality and the consequent exacerbation of violence can empower religious teaching as an instrument and as a way to solve such problems. After the work developed in a Special Course at this institution, since 2005, we have discussed some leading ways towards such target. The proposal bases itself upon Pestalozzian concepts of the religious experience; the viability of pedagogical practices that do not deny faith, and the necessary and practical involvement of the educator as an exercise into “unconditional love”. The partial results already gathered in the aforementioned context among graduating students, point to a series of continuous actions, as far as the critic of the object of religious teaching is concerned, and to its impact in the educator/student routines.
Descrição
Revista Lusófona de Ciência das Religiões
Palavras-chave
RELIGIÃO, RELIGION, EDUCAÇÃO RELIGIOSA, RELIGIOUS EDUCATION, BRASIL, BRAZIL, ESTILOS DE VIDA, LIFESTYLES, PROFESSORES, TEACHERS, BRASIL, BRAZIL