O COMPONENTE CURRICULAR RELIGIOSO COMO FATOR MOTIVADOR DO CUIDADO PARA COM O OUTRO

Abstract

In this study, whose theme is Religious Education as a motivating factor of care in relation to the other, developed through a literature review, the main objective is to investigate how Religious Education can contribute to the humanization of students, emphasizing the importance of care for with the other. Therefore, it is based on the hypothesis that, when trying to bring the content of this curricular component closer to humanization efforts, more will be contributed to the growth of students as citizens. The question-problem to be answered is: how can Religious Education act as a motivating factor in caring for the other? As for the specific objectives, we sought to identify, based on the specialized literature on the subject, the main goals of Religious Education, to be applied in public sector schools; compare the literary theory about Religious Education, with the work developed in schools in Vila Velha (ES), to expose what is positive and what is negative, in terms of humanist teaching; suggest ways to correct any dysfunctions identified by field research, in relation to the way in which Religious Education is taught. As a justification, it is believed that the solution to human problems requires joint work. It is argued that Religious Education, by offering a practical bias to its didactics, can awaken students' interest in solidarity. Religious Education can awaken compassion and care towards others. This is because Religious Education addresses generative themes, such as: love of neighbor; charity; kindness; intelligence; freedom; responsibility; fraternity; knowing how to put oneself in the other's shoes; conscience education; be fair, be friend, be wise; identify social problems; have a sense of justice; solidarity; diversity; how to work with the needy; valorization of life; the importance of small gestures; etc.