Abstract:
The desire of all professors wanting a gratifying exercise of their profession is that students may have a meaningful learning experience. However, the contemporaneous educational context reveals large gaps in the learning results in different instances of the country, be they in the academic indexes or in the satisfaction of the agents which are part of it. Perceiving the implications and limitations imposed on education by the complexity of our times and the need to encounter innovating and efficacious methods for learning, this research intends to reflect critically about some possibilities of intervention, specifically based on the curricular component of Religious Education in a primary school institution. The goal of this thesis is to analyze the appropriation of the competencies established by the Marist Brazil Curricular Matrices for the curricular component of Religious Education in the evaluations of the students finishing this phase. To tend to this issue, one sought to do a theoretical review about the elements which sustain meaningful learning for students through methodologies for developing whole competencies in education. The encouragement of student protagonism founded on practices of problematization and contextualization of knowledge has as its goal a learning with meaning and deeply tied to the student reality. The evaluations of high school students are analyzed to identify relative aspects for the development of competencies which can support the institution in perfecting its processes. Upon carrying out a global review with regard to religious education in contemporaneity, we sought to highlight the importance of the curricular component for the whole formation of students in exercising citizenship.
