Religiosidade na adolescência como facilitadora no fazer pedagógico interdisciplinar com vistas à aprendizagem significativa

Abstract

Faced with the current scenario perceived in the state public schools of the state of Rio Grande do Sul, it becomes relevant to analyze in what way religiosity in adolescence can be related to the pedagogical interdisciplinary action in the quest for enhancing the educational process focused on a significant learning process. In the first moment one deals with the relation of human beings with the sacred and the concepts of religiosity in the individual and in society from the ancient civilizations up to the current Brazilian society and how the latter deals with issue of secularism in the school environment which permits one to perceive the relevance of the religious dimension in life in society. The presence of religiosity in adolescence is highlighted as well as its role in the identity formation of the adolescent and how this can be perceived in the classroom. Through the new Pedagogical Proposal for High School Teaching instituted in 2012 in the state public schools of the state of Rio Grande do Sul, one can visualize a new epistemological and methodological perspective in teaching. Some pedagogical practices experienced by the researcher which show themselves to be coherent with the new proposal since they relate interdisciplinarity and contextualization to the learning situations of High School students of the Politechnic program are listed. At this moment se seek to look at the student body and their religiosity since it is they who are the protagonists of the significant learning process. Following we turn our look toward the teaching staff, we seek to consider the challenges which the adaptation of the pedagogical practice to the new educational proposal can represent and in what way religiosity might enhance the teaching and learning process. Besides this, we highlight the role of constructivist pedagogical intervention in the fomentation of a more significant learning process. The possible contributions which the use of contextualization and interdisciplinarity as concomitant tools can add to the process of propitiating significance to the learning process are considered. Finally, religiosity is presented as a link between the knowledges, able to promote communion among teaching staff, students, knowledge, emotions and feelings in the journey of learning. Religiosity is characterized as a facilitating tool of interdisciplinary pedagogical action.