[pt] O fenômeno da Intolerância é complexo, duradouro e se apresenta de diferentes formas, entre elas, sua manifestação religiosa. Por isso, frente a todas essas dificuldades, ele precisa ser debatido nos vários setores da sociedade, incluindo o ambiente escolar. Assim, o presente trabalho aborda a sua discussão por intermédio da Educação Geográfica, destacando a linguagem como elemento importante para tal situação. O pensamento geográfico, elemento formador da Educação Geográfica, é determinante para a compreensão da realidade, logo permite que o fenômeno em questão seja entendido. Associado ao pensamento geográfico, a linguagem cartográfica, que constitui uma linguagem própria da Geografia, pode representar uma ferramenta valorosa no combate à Intolerância. Nessa perspectiva, vislumbramos, na Cartografia Social um caminho poderoso que pode colaborar para a transformação do cenário da Intolerância. / [en] The phenomenon of Intolerance is complex, lasting and presents itself in different ways, including its religious manifestation. Therefore, given all these difficulties, it needs to be debated in various sectors of society, including the school environment. Thus, the present work addresses its discussion through Geographic Education, highlighting language as an important element in such a situation. Geographical thinking, a formative element of Geographic Education, is crucial for understanding reality, and therefore allows the phenomenon in question to be understood. Associated with geographical thinking, the cartographic language, which is a language specific to Geography, can represent a valuable tool in the fight against Intolerance. From this perspective, we see in Social Cartography a powerful path that can contribute to the transformation of the scenario of Intolerance.

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The civil war that started in Syria in 2011 began as a series of political disputes between government forces and opposition groups. Tension mounted when citizens of Syria called for their president, Bashar al-Assad, to step down from power. When government forces resisted the will of the people, and instead used force against them, the country descended into all-out war. Two distinct groups surfaced in opposition to one another, with opposition rebels fighting against the Syrian regime. But as the war progressed these two groups began to display religious characteristics. Opposition groups began to represent a Sunnī Muslim rebel force, while regime forces where represented by the Alawite sect, and as the war continued elements of jihādism began to surface within the fighting. Syria’s sectarian rifts began to reveal themselves as religious factions became more involved in the fighting. These rifts are a result of centuries of violence and tension between Sunnī Muslim and Alawites in the country. Their theological beliefs differ extensively from one another, and over the course of history these differences have led to clashes between the two groups. The study looks at the historical interactions between Sunnī Muslims and the Alawites in Syria, and identifies the theological differences between the two groups. The study then uses these two elements to understand the religious violence that Syria is experiencing, and why such intolerance is happening between the religious factions of the country. / Dissertation (MA)--University of Pretoria, 2014. / tm2015 / Science of Religion and Missiology / MA / Unrestricted

To penalize contractual breaches allows efficient allocation of risks in a contract, ensuring and maintaining the contractual equilibrium that the parties had in mind and shaped in its contractual regulation. The intelligent use of penalties will safeguard and maintain the economic balance of the contracts, thus maintaining the profitability of business operations pursued through them. / Penalizar los incumplimientos permite una asignación eficiente de los riesgos en un contrato, asegurando y conservando el equilibrio contractual que las partes tuvieron en mente y plasmaron en su regulación contractual. El uso inteligente de las penalidades permitirá salvaguardar y mantener el equilibrio económico de los contratos, manteniendo así la rentabilidad de las operaciones comerciales perseguidas a través de ellos.

As diferentes religiões circulam no espaço escolar como mais um elemento das diferenças que caracterizam e desafiam a escola. Por esse motivo, devem ser respeitadas. Entretanto, nem sempre a escola se mantém laica e, muitas vezes, as religiões aparecem de forma desigual e segregadora. Enquanto algumas, em especial, as cristãs, são exaltadas, outras são reprimidas ou invisibilizadas, o que demonstra um desrespeito às diferenças religiosas e à laicidade da escola. Nesse sentido, faz-se necessário abordar a questão complexa e conflituosa das diferenças culturais e religiosas no espaço escolar e as suas consequências no processo de ensino-aprendizagem e sensação de pertencimento dos estudantes, em especial dos adeptos das minorias religiosas. Para a investigação e análise da presença da religião no espaço escolar e os impactos causados por ela, a cultura material escolar tem grande relevância. Através dos objetos encontrados na escola, ou até mesmo, através da ausência deles, podemos aferir como a escola trata a diferença e como ela pode se tornar um agente fomentador de intolerância religiosa. Livros didáticos, murais, avaliações, entre outros materiais, são fontes importantes. Além disso, a forma como os educadores tratam a questão também é uma importante fonte para a análise da presença das religiões e seus embates no cotidiano escolar. Dentro dessa discussão, entra a religião legitimada, dentro da escola, através da disciplina de Ensino Religioso, sua contextualização histórica, interesses políticos e religiosos e suas consequências. / The different religions circulate within the school as one more element of the differences that characterize and challenge the school. For this reason, must be respected. However, the school does not always remain secular and often religions appear unequal and segregated manner. While some, especially the Christian, are exalted, others are suppressed or made invisible, which demonstrates a disregard for religious differences and secularism school. In this sense, it is necessary to address the complex issue and conflicting cultural and religious differences within the school and its consequences in the process of teaching-learning and sense of belonging for students, especially the supporters of religious minorities. For research and analysis of the presence of religion in the school environment and the impacts caused by it, the school material culture has great relevance. Through objects found in school, or even by their absence, we can assess how the school is the difference and how it can become an enabler of religious intolerance. Textbooks, murals, reviews and other materials, are important sources. Also, how educators address the issue is also an important source for the analysis of the presence of religions and their struggles in everyday school life. Within this discussion, enter a legitimate religion, within the school, through the discipline of Religious Education, its historical context, political and religious interests and their consequences.

As diferentes religiões circulam no espaço escolar como mais um elemento das diferenças que caracterizam e desafiam a escola. Por esse motivo, devem ser respeitadas. Entretanto, nem sempre a escola se mantém laica e, muitas vezes, as religiões aparecem de forma desigual e segregadora. Enquanto algumas, em especial, as cristãs, são exaltadas, outras são reprimidas ou invisibilizadas, o que demonstra um desrespeito às diferenças religiosas e à laicidade da escola. Nesse sentido, faz-se necessário abordar a questão complexa e conflituosa das diferenças culturais e religiosas no espaço escolar e as suas consequências no processo de ensino-aprendizagem e sensação de pertencimento dos estudantes, em especial dos adeptos das minorias religiosas. Para a investigação e análise da presença da religião no espaço escolar e os impactos causados por ela, a cultura material escolar tem grande relevância. Através dos objetos encontrados na escola, ou até mesmo, através da ausência deles, podemos aferir como a escola trata a diferença e como ela pode se tornar um agente fomentador de intolerância religiosa. Livros didáticos, murais, avaliações, entre outros materiais, são fontes importantes. Além disso, a forma como os educadores tratam a questão também é uma importante fonte para a análise da presença das religiões e seus embates no cotidiano escolar. Dentro dessa discussão, entra a religião legitimada, dentro da escola, através da disciplina de Ensino Religioso, sua contextualização histórica, interesses políticos e religiosos e suas consequências. / The different religions circulate within the school as one more element of the differences that characterize and challenge the school. For this reason, must be respected. However, the school does not always remain secular and often religions appear unequal and segregated manner. While some, especially the Christian, are exalted, others are suppressed or made invisible, which demonstrates a disregard for religious differences and secularism school. In this sense, it is necessary to address the complex issue and conflicting cultural and religious differences within the school and its consequences in the process of teaching-learning and sense of belonging for students, especially the supporters of religious minorities. For research and analysis of the presence of religion in the school environment and the impacts caused by it, the school material culture has great relevance. Through objects found in school, or even by their absence, we can assess how the school is the difference and how it can become an enabler of religious intolerance. Textbooks, murals, reviews and other materials, are important sources. Also, how educators address the issue is also an important source for the analysis of the presence of religions and their struggles in everyday school life. Within this discussion, enter a legitimate religion, within the school, through the discipline of Religious Education, its historical context, political and religious interests and their consequences.

A presente dissertação analisa de forma sucinta a questão da liberdade religiosa da infância e juventude, principalmente em relação ao conflito existente entre estudantes adventistas do sétimo dia e judeus, referente à guarda do sábado bíblico" ou o sábado natural, termo este adotado por alguns doutrinadores. Realizamos uma abordagem filosófica e jurídica da Liberdade Religiosa, apresentando noções e conceitos preliminares a respeito de religião e de liberdade e seus fundamentos bíblicos e jurídicos, segundo alguns filósofos e doutrinadores que tratam do tema. Com base em notícias, jurisprudências, leis, resoluções e em casos reais do conflito existente com relação à guarda do sábado bíblico, realizamos entrevistas de estudantes e constatamos a discriminação, o preconceito e a intolerância religiosa existente no mercado de trabalho e no meio educacional com relação à guarda de princípios religiosos. Como alternativa para a superação destes conflitos apresentamos uma breve proposta de educar para a tolerância e promover o diálogo inter-religioso, pois, atualmente, estamos vivendo no auge dos direitos humanos e a liberdade religiosa consiste num direito fundamental e princípio basilar da cidadania e dignidade da pessoa humana nas constituições democráticas e nos tratados internacionais dos direitos humanos. / This thesis analyzes, in a succinct way, the issue of the religious freedom of infancy and youth, mainly in relation to the existing conflict among Seventh Day Adventist and Jewish students, with regard to the biblical Sabbath or the natural Sabbath this term being adopted by some teachers. We carried out a philosophical and juridical approach of Religious Freedom, presenting preliminary notions and concepts about religion, freedom and their biblical and juridical foundations, according to some philosophers and teachers who work with the theme. Based on news items, jurisprudence, laws, resolutions and on real cases of existing conflict in regard to the biblical Sabbath, we carried out interviews with students and observed the existing discrimination, prejudice and religious intolerance in the workplace and in the educational environment in relation to keeping religious principles. As an alternative aimed at overcoming these conflicts we present a brief proposal to educate for tolerance and promote inter-religious dialog, since, currently, we are living in a high point of human rights, and religious freedom is a fundamental right and basic principle of a human beings citizenship and dignity in the democratic constitutions and the international treaties on human rights.

Religion can strongly impact people's worldviews. Although religion has many positive implications, it is also associated with intergroup tension and conflict. I argue that people vary in the degree to which religion influences their worldview and that this individual difference may have important implications for understanding religious prejudice. For people with strong religious worldviews (RWV), religious outgroups may threaten their foundational beliefs and approach to the world, which may heighten outgroup antipathy and avoidance. To examine these ideas, I developed and validated a measure of RWV and then assessed the role of RWV in religious prejudice. In Study 1A, the RWV scale demonstrated high reliability, convergent validity, and was related to religious prejudice. Further, RWV was a stronger predictor for prejudice against Atheists which are likely perceived as the most threatening religious outgroup by people with a strong RWV. In Study 1B, RWV predicted other RWV maintenance strategies such as decreased support for science, increased religious intolerance, and increased support for aggression toward a religious outgroup. In Study 2, Christian participants anticipated interacting with an Atheist, Christian, or control (no religion) confederate. Consistent with a desire to protect their worldview, people with a strong RWV were more interested in avoiding interacting with the Atheist compared to the other conditions. People with a weak RWV did not differ in their reactions to the different confederates. These findings indicate that the avoidance and subjugation of religious outgroups may serve as a means of worldview preservation for some people. The implications of these findings for the perpetuation of interfaith prejudice and aggression will be discussed. / A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester, 2010. / June 21, 2010. / Intergroup Relations, Worldview Defense, Religion, Prejudice / Includes bibliographical references. / E. Ashby Plant, Professor Directing Thesis; Joyce Ehrlinger, Committee Member; Jeanette Ella Taylor, Committee Member.

Proefschrift ter verkrijging van de graad van doctor--Faculteit der sociale wetenschappen--Leiden--Universiteit, 1999. / Résumé en néerlandais. Bibliogr. p. 381-403. Index.