Cosmovisão ética como competência transversal na formação e capacitação de professores (as) do Ensino Religioso do município de São José - SC

Abstract

The present work proposes to carry out the production of thematic itineraries with the intention of promoting the formation of human values based on the ethical worldview as a traversal competence, in order to train Religious Education educators to work with the formation of values, which are indispensable to life and to the relationships established between people, training that is necessary in contributing to greater solidity in training programs for Religious Education teachers in the municipality of São José-SC. The defined problem had the following question: what are the ethical references that can contribute to the construction of an itinerary, reflections and dynamics, with a view to the continuing education of Religious Education teachers? The hypothesis is related to the ethical worldview, the principles and values that guide human actions and the consequences resulting from these notions. The objective seeks to develop pedagogical itineraries in order to implement the development of the training proposal. The research was carried out with a bibliographic nature and consisted of the initial stage, with the purpose of grouping and gathering the information that served as a basis for the elaboration and construction of the investigation and the itineraries that were proposed from the theme in question. In the act of reflecting on the relationships of human beings, it is essential to understand the way they think, act, believe and decide. For this reason, it is necessary to identify the cosmovisional lenses that guide his action, verifying the ethical consequences with all the inaccuracies and limitations of his speech. The research is structured in three chapters, distributed as follows: the first chapter deals with conceptions, principles, foundations and worldviews of human ethics and morals. The second chapter brings human values and worldview in ways of being ethical. The third chapter develops the itinerary of dynamics for the continuing education of Religious Education professionals. The feasibility of the practical work process, that is, how to methodologically direct the dynamics and reflections, working with the educators from three pillars, of knowing, of doing and of being, three great moments, inseparable and intertwined with each other. The formative itinerary and recognition of the conception of the world that guides life, passing through criticism and, at the last moment, the resignification or re elaboration towards a new oriented and articulated conception, consistent with the ethical cosmovision as a transversal competence in the formation and qualification of educators of Religious Education.