A IDENTIDADE DO/A CATEQUISTA NO SÉCULO XXI: O EQUILÍBRIO ENTRE A BUSCA DO SABER RELIGIOSO E O CONHECIMENTO CIENTÍFICO

Abstract

The problematization took place through the question: what should be included in a formation for catechists whose identity transits in the movements between educator, evangelizer and catechist in the constant formation of identity? The presupposedof the study dwell in the catechist, about context in a religious environment: (i) is expressed a mobile identity, sometimes as an evangelizer, sometimes as an educator, who, (ii) expressed in the discourse and action the immanence of his identity under the borders of the dialogue between traditional religious knowledge and scientific knowing, in which he asks that this knowledge that will help in his practice be from the repertoire produced by the Sciences of Religions, assist the (iii) decision-making process that adds elements resulting from the dialogue between traditional religious knowledge and scientific knowing, in which, (iv) aims to memories of didactics are identified, under their judgment, leading to incorporating teaching knowledge to teach the faith. General objective: comprehend how the catechist perceives the formation of his identity. Specific objectives : comprehend his perception as a catechist, given the catechesis environment; and know what it means to be a catechist within your calling / mission; know its place in the hybrid of being an educator, evangelizer and catechist; to identify, from the point of view of the catechists themselves, which aspects they should contain in a formation, in the form of a course / workshop. The research was carried bibliographic review, questionnaire, using MaxQDA. The literature review: Alberich (2004), Marques (1952), Delors (1998), Carmo (2016a), Charlot ( 2000). In the first chapter, the connection and analysis of the theoretical discussion of the vision of the theorists of the formation of the catechist's identity. In the second chapter, following the organization of thought judging. Finally, in the last chapter, a debate is held between theorists through axes of comprehensive analysis. Didactic product of research is effective in an training on the Moodle 3.9 platform.