Curriculum Project of the Center: A Guide for Religion Teachers
ITEM 9. CURRICULUM PROJECT OF THE CENTER
PCC CENTER DETERMINANTS
You can highlight three factors.
School Educational Project (PEC)
It is mandatory that schools develop educational purposes, called PEC, determining the far-reaching educational profiles that characterize and define the center. “The educational aims of the center are the option that makes the educational community specifying and prioritizing the principles, values and norms legitimized by the legal system in force that give identity and style to each school”. Therefore, when preparing the PCC be tempted to note that educational values are prioritized in educational purposes. The teachers of religion must take into account that, if the school you choose religious education, it is because the parents so manifest. Therefore, in the PEC must be collected such preference. If the PCC is not collected in the area of religion should explain the main features of the kind of education that parents prefer.
SOCIO-CULTURAL PROFILE OF THE CENTRE AND ITS SURROUNDINGS
Adaptation of the DCB to the situation of each site means that you have an objective view of the sociocultural reality that characterizes the middle and the environment, since it, as required by the zoning in the school, will find its true reflection in the classroom. The teachers of religion must have this sociological knowledge through the PC from the other areas. Therefore, the ERE must have a religious knowledge of the environment. This condition greatly socio-religious knowledge curriculum project of religion.
SOCIO-RELIGIOUS PROFILE OF THE STUDENTS
The teacher must have a very realistic view of students. A general budget, the teacher of religion can not forget to develop the curriculum project, is the prevailing secularism, which, no doubt, students are to participate. This feature of secularism is defined by attitudes of disregard for religion, religious practices disconnection, marginalization of the transcendent, immanent absolutization, relativization of moral principles, denial of God, etc.. No wonder that, sometimes, the same student can combine such positions of apparent rejection of religion in preference for religious education and receive some sacraments.
COMPONENT OF THE PCC
Are the same components of the DCB, i.e., objectives, content, teaching guidelines and evaluation criteria. In order to address these elements, the teacher of religion must start from the DCB and adapt each element taking into account the primary cycle.
TERMINAL OBJECTIVES
Based on the general objectives for the entire DCB primary stage, the teacher makes the final objectives of the cycle, i.e., type and level of learning required of the student, according to the content selected for purchase at the end of the cycle. Cycle objectives are directed to capacity building within the overall objectives set for the stage. This terminal objectives must be evaluated at the end of the cycle. Hence there are objective capacity directly, but referred to “the type and degree of learning, must be formulated based on the cycle progression, and explain what aspect of learning to be achieved in each cycle. The curriculum materials offered by publishers, to be used as support, and that the PCC must respond to each school with their cultural peculiarities. A plan developed in PCC “standard” a contradiction with the nature of the PCC, an instrument developed by teachers and designed equipment for each center and to the specific situation of students.
SEQUENCING OF THE CONTENTS OF THE COURSE
BLOCKS CONTAINED IN THE DCB ON NUCLEAR ISSUES AT THE CCP
The PCC is characterized by nuclear issues. Indeed, the selected contents revolve around four main blocks: God, Jesus Christ, Holy Spirit, Church and Moral. This will ensure the principles of inclusiveness and integrity. Each cycle is framed by a general theme of reference. In the first one “approach to faith” in the second Revelation of God “and the third” Salvation of God.” This has two aspects: horizontal and vertical.
- In the vertical stress that the three cycles are continued in the same way: God, Jesus Christ, is “Church and Moral, yet the issues are different but related.
- In the horizontal, there is a correlation between the themes of each core and the cycle. So the message is a presentation of progress and spiraling.
Will notice it is very aware of the evolving reality of the student.
INTEGRATION OF THE CROSS
Every teacher in sequencing the content in the PCC, has to consider the values, i.e., the center’s educational choices. The ERE can make a big contribution to the development of the transverse axes. In this sense it is desirable that the teacher of religion, when preparing the CCP and sequence the contents, click the appropriate references to the educational values of the center and the corresponding crosscutting. However, religious education and education values are related.