The diploma thesis "Teacher-Pupil Relation in Religious Education and Catechesis" presents some aspects of relations in religious education and catechesis. In the first part of the thesis, some general characteristics of teacher-pupil relation are described from the perspective of pedagogy and psychology and some ethic aspects of this relation are outlined. The second part deals with the specific features of the relations developed in religious education and catechesis. The subject and aim of catechesis (which is the growth of the catechised's faith) and of the religious education (the developement of mature and responsible attitude towards religious belief and Christianity) both imply the conclusion, that the teacher-pupil relation is much closer and more personal than in other school subjects teaching. This relation should be, above all, based on mutual love and respect. This proximity can become the source of mutual enrichment, but it also brings a considerable risk of failure and abuse. The damages caused this way have grave consequences for the personal developement of the catechised, their relation towards themselves, other people and God. The responsibility in such cases always lies upon the catechist (teacher). The healthy relation between the subjects of catechesis presumes high level of...

The main purpose of this essay is to investigate the role of teachers of religious education in the proactive work against violent extremism and radicalization. Furthermore, the ambition is to raise awareness of how these five teachers of religious education in the Swedish upper secondary schools and primary schools in the subject of religious studies work with and implement the school's democratic mission, and to find structures to teach about radicalization, fundamentalism, pro-violence extremism and terrorism. To obtain a result, five semi-structured interviews with active religious education teachers in the upper secondary schools and the primary schools were conducted.To show the extent to which the school's democratic mission in the proactive work against radicalization and violent extremism is carried out, the collected empirical material has been analyzed based on Paulo Freire's awareness-raising pedagogy as a theoretical framework which indicates whether the interviewed teachers of religious education work according to what Freire calls the bank view or the liberating teaching. The study shows that all interviewed teachers work according to both these models. The teachers believe that it is inevitable to ignore the teaching of facts but prefer the liberating teaching. This is because all interviewed teachers believe that through dialogues and discussions, a critical thinking is created in the students. Furthermore, it appears that all teachers find it essential to create a good and open classroom climate where there is mutual acceptance of dissent. Thus, a long-term effort to create students as source-critical thinkers is fundamental.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-02-17T13:06:47Z No. of bitstreams: 1 arquivototal.pdf: 1647736 bytes, checksum: 65f9814ce193fab40024fcd2d9c392e3 (MD5) / Made available in DSpace on 2016-02-17T13:06:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1647736 bytes, checksum: 65f9814ce193fab40024fcd2d9c392e3 (MD5) Previous issue date: 2015-06-30 / Religious Education, regulated by Law 9.475/97, as an integral part of the basic education of citizens is a privileged locus for promotion of cultural recognition and assumption of people belonging to minorities, among them people with disabilities, because they present a long-term impairment of physical, intellectual or sensory nature, they are more susceptible to situations of exclusion. Thus, this research has as main objective to investigate the importance of the religious education teacher in special/inclusive education, from the perspective of human rights, in order to strengthen the inclusion process of students with disabilities in school. And the following objectives: contextualize the phenomenon of exclusion/inclusion of persons with disabilities in the mythical and historical time, and the exclusion is evidenced most visibly over time in socioeconomic, religious and education of such persons; present guiding documents aimed at inclusive education, religious education and human rights at the international and national level, seeking dialogue with these three areas of knowledge aiming at the reasoning of including students with disabilities in school; and outline the necessary knowledge for inclusive teaching from the perspective of human rights, with a religious education teacher profile reasoned from the Pedagogy of Autonomy. The dissertation was structured containing an introduction - Through the windows of the soul: resignifying looks! - Three chapters: (1) a glance at the time: the journey between exclusion and inclusion of people with disabilities to stand as a subject of rights; (2) a cutout on the look religious education: leaving the exclusion of proselytizing for the visibility of minorities! (3) The training of religious education teachers from the perspective of human rights: expanding the focus of the look; and the final considerations: a new look on the inclusion of disabled students in school. This study was conducted with a methodological approach as a theoretical-methodological documental and bibliographic research on special/inclusive education, religious education and human rights, always seeking to promote the interface between knowledge, and diversity as a guiding principle. Authors such as Santiago (2011), Silva (2009), Freire (1996; 2002), Holmes (2010), Souza (2013), Escarião (2009; 2013), Frankl (1991), Martins (1997) Junqueira (2009; 2011) Passos (2007) Gonsalves (2012; 2015a; 2015b) and others contributed to the theoretical framework.Because Religious Education has its National Curriculum Parameters - PCNER's grounded on the principles of citizenship, respect for diversity, tolerance in understanding the other and the relationship of human beings in their quest for the transcendent and within an epistemological and pedagogical vision to stand against situations of prejudice and intolerance, it becomes an appropriate curricular component to bring up issues related to inclusive education, since this also features respect for diversity as one of its guiding principle.The relevance of this research is to provoke reflections on the specific role that the teacher of Religious Education can play as a facilitator of inclusive education regarding the inclusion of students with disabilities in an open and pluralistic school, geared towards ensuring not only access for all students but to successfully remain in school. / O Ensino Religioso normatizado pela Lei 9.475/97, enquanto parte integrante da formação básica do cidadão é um lócus privilegiado para promoção do reconhecimento e assunção cultural das pessoas pertencentes às minorias, dentre elas, as pessoas com deficiência que, por apresentarem algum impedimento de longo prazo de natureza física, intelectual ou sensorial, são mais suscetíveis às situações de exclusão. Destarte, esta pesquisa tem como objetivo geral investigar a importância da formação do professor do ensino religioso em educação especial/inclusiva na perspectiva dos direitos humanos com vistas a fortalecer o processo de inclusão de alunos com deficiência na escola. Como objetivos específicos: Contextualizar o fenômeno da exclusão/inclusão da pessoa com deficiência no tempo mítico e histórico e de como a exclusão se evidencia de forma mais visível ao longo do tempo nos aspectos socioeconômicos, religiosos e educacionais dessas pessoas; apresentar documentos norteadores voltados à educação inclusiva, ensino religioso e direitos humanos em âmbito internacional e nacional, procurando dialogar com essas três áreas de conhecimento com vistas à fundamentação da inclusão do aluno com deficiência na escola e enunciar os saberes necessários para uma docência inclusiva na perspectiva dos direitos humanos, apresentando um perfil do professor do Ensino Religioso fundamentado a partir da Pedagogia da Autonomia. A dissertação foi estruturada contendo uma introdução - Através das janelas da alma: ressignificando olhares! - três capítulos: Um olhar sobre o tempo: o percurso entre a exclusão e a inclusão da pessoa com deficiência para se situar enquanto sujeito de direitos; um recorte no olhar para o ensino religioso: saindo da exclusão do proselitismo para a visibilização das minorias! A formação do professor do ensino religioso na perspectiva dos direitos humanos: ampliando o foco do olhar; e as considerações finais: um novo olhar sobre a inclusão do aluno com deficiência na escola. Este estudo foi realizado tendo como abordagem metodológica uma Pesquisa teórico-metodológica documental e bibliográfica sobre educação especial/inclusiva, ensino religioso e Direitos Humanos, procurando sempre promover a interface entre os saberes, tendo a diversidade como eixo norteador Autores como Santiago (2011), Silva (2009), Freire (1996; 2002), Holmes (2010), Souza (2013), Escarião (2009; 2013), Frankl (1991), Martins (1997) Junqueira (2009; 2011) Passos (2007) Gonsalves (2012; 2015a; 2015b) e outros contribuíram com o aporte teórico. Pelo fato do ER ter seus Parâmetros Curriculares Nacionais - PCNER´s alicerçados nos princípios de cidadania, respeito à diversidade, tolerância no entendimento do outro e na relação do ser humano em sua busca pelo transcendente e dentro de uma visão epistemológica e pedagógica se posicionar contra situações de preconceito e intolerância, torna-se um componente curricular apropriado para trazer à tona questões pertinentes à educação inclusiva, uma vez que esta também possui o respeito à diversidade como um dos seus princípio norteadores. A relevância dessa pesquisa consiste em provocar reflexões sobre o papel concreto que o professor do Ensino Religioso pode desempenhar enquanto facilitador da educação inclusiva no tocante à inclusão de alunos com deficiência numa escola aberta e plural, voltada para garantir não somente o acesso de todos os alunos, mas a permanência com sucesso no ambiente escolar.