FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 219
RODRIGO QUEIROZ E MELO / THE IMPORTANCE OF THE ETHICAL-MORAL AND SPIRITUAL DIMENSION OF THE PERSON
as music education or visual education that, besides generally not being
object of external assessment, usually disappear from the general curriculum in secondary education.
But the affective-emotional (iii) and ethical-moral and spiritual (vi) dimensions are formally absent from the school world7. The pupils9 heads
and bodies enter the school, but their emotions, their feelings and their
deep humanity seem to be invited to stay at the door. Or to be quiet so as
to not disturb the head. This is the current situation from the curricular
perspective of what is taught.
The international frameworks, like most national frameworks, provide a broad framework that, while not explicitly highlighting spirituality, can accommodate this dimension in diverse educational contexts
and cultural perspectives. Furthermore, it is undeniable that the spiritual dimension in education is a sensitive topic because it intersects with
personal beliefs and values and religious and philosophical freedom. Its
inclusion in school practices would be a challenge in keeping the delicate
balance that respects the diversity of religious and spiritual perspectives
while promoting inclusive and non-discriminatory learning environments. Furthermore, it is rightly so that the development of this human
dimension is primarily a right and a duty of the family.
But still, the question from an educator9s perspective is if this is
enough. Should and can schools do differently? From our perspective,
schools not only should and can integrate these two dimensions in
their education practices, but this integration is paramount if we are
to support children in growing to be complete individuals8. This fact
is not specioc of education or determined by it. The tension between
our productive, social being and our individual, inner self is part of a
cultural connict between rationality and subjectivism (Tedesco, 2000);
8(...) socialization at school was aimed at the promotion of behaviours
adjusted to the demands of an institutional system based in impersonal
rules applicable to all. Although this system implied a break with family
socialization – conceived as the realm of particularity and feelings—, its
functioning was, organically articulated with family socialization. Family would socialize for school success in the sense that it was responsible
for the formation of the basic core of personality (...)9 (2000: 110). Progressive pedagogies, aiming at integral education that encompasses the in-
7. Exception made to the possibility of public school pupils attending some forms of Moral and Religious
Education; an offer that exists in formal curriculums in different countries. Integration of religious
education in schools is a contentious issue that has been subject to several decisions by the European Court
of Human Rights.
8. This of course requires a deep relation with the families of the students based on transparency, trust,
respect and engagement.
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