Programa de Educação Moral e Religiosa Católica – edição de 2014: que pressupostos dos autores e decisores curriculares?

• Autor(a) principal: Guimarães, Francisco
• Data de Publicação: 2018
• Outros Autores: Roldão, Maria do Céu
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/humanisticaeteologia.2018.9442

The Order No. 5306/2012, of April 18th, implied the reformulation of the Catholic Moral and Religious Education Program (EMRC) of 2007, and the publication of “EMRC Program – 2014 edition” (P-2014). It was the curricular prescription embedded in this document that we proposed to study, from the point of view of introduced changes justification, curricular fundamentals and intentionality as well as conceptual and methodological coherence, in accordance with the guidelines of the Ministry of Education and the institutional tutelage of the Roman Catholic Church. Taking into account the confessional nature of EMRC and understanding the curriculum as social construct of knowledge and learning, which every child should acquire (starting point question), how does P-2014, as an explicit prescription, solve this difficulty? Among the multiple study fields, it became imperative to understand the curricular conception underlied, which curricular decisions were taken, and how curricular and curriculum development concepts are mobilized. Bearing this mind, it seemed pertinent to collect information from the authors and decision makers of P-2014, through a semi-structured interview as the most appropriate method for a predominantly qualitative and interpretive investigation. These interviews were carried out, and the data were complemented with analysis of the text published by the two authors and mentioned in their replies. The categorization of the interviews (resulting from the research objective and emerging categories) and the analysis phase are nearly complete. However some perceptions and some provisional results can already be presented. The data show some structural difficulties in terms of curricular thinking, namely concepts and orientations, contradictions between declared and effectively prescribed and the nature of the desired improvement with the new program.