The right to diversity in the route of interculturality in the school curriculum (original) (raw)
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This contribution is situated in the European discourse on the role of the teacher of religious/worldview education in schools. Based on the assumption that every child and youngster has the right to deal with existential questions in a safe and solid learning environment, the author focuses on the specific role of the teacher to enhance religious/worldview competence and identity development in the students. Within the idea of professionalism three roles can be discerned: the teacher as a guide in fostering identity, celebrating diversity and building community. These professional roles have a counterpart in the spiritual disposition of the teacher. This argument is developed through a specific reading of the medieval German mystical theologian Meister Eckhart. Surprising thoughts on who the teacher is and what he should do (and eventually not do) are evoked and discussed. Resumo: Esta contribuição está situada no discurso europeu sobre o papel do professor de Ensino Religioso/ Visão Global nas escolas. Partindo do pressuposto de que toda criança e jovem tem o direito de lidar com questões existenciais em um ambiente de aprendizagem seguro e sólido, o autor enfoca o papel específico do professor para melhorar a competência religiosa/ visão de mundo e desenvolvimento de identidade nos estudantes. Dentro da ideia de profissionalismo, três funções podem ser discernidas: o professor como um guia na promoção da identidade, na celebração da diversidade e na construção da comunidade. Estes papéis profissionais têm uma contrapartida na disposição espiritual do professor. Esse argumento é desenvolvido através de uma leitura específica do teólogo medieval místico alemão Meister Eckhart. Pensamentos surpreendentes, em que são evocados e discutidos o que professor é e o que deve fazer (e, eventualmente, não fazer). Palavras-chave: educação religiosa, de aprendizagem inter-religiosa, formação de professores, espiritualidade profissional, Meister Eckhart. * This article is part of a larger research project with the same name instigated by the author. The project involves researchers from
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