Text in Afrikaans / Die kategese-bediening van die tydelike kerkverband in die a1gemeen en die van die Ned. Geref. Kerk in die besonder, kan tegelyk 'n oorskatte en 'n onderskatte aangeleentheid wees. Hierdie kwessie kan, enersyds te doen he met 'n verskraalde visie op die mens se geloofsverhouding. as konkrete entiteit wat binne al die aspekte van die werklikheid funksioneer. Andersyds kan dit te make he met 'n ongenuanseerde onderskeiding tussen die tydelike kerkverband en alle ander samelewingsvorme. Wanneer geloofverskraal word tot enkele aspekte van die volle werklikheid, word kategese oorskat as 'n aparte bediening, naas ander bedieninge in die gemeente. Dit het gewoonlik 'n 66rbeldemtoning van die leer-aspek ten koste van die sogenaamde affektiewe en konatiewe aspekte van geloof tot gevolg. Dit veroorsaak noodwendig 'n oorbeklemtoonde skoolse benadering tot kategese. Wanneer die tydelike kerkverband kosmologies nie duidelik van die ander samelewingsvorme onderskei word nie, word kategese aan die anderkant weer maklik onderskat. Dan word tipiese kerldike kategetiese' werksaamhede, wat betrekking het op die hele werldikheid, vanuit 'n geloofsvisie, maklik verwar met opvoedingstake in die gesin en gemeenskap in 'n on-prinsipiele grensoorskryding. In 'n meer gebalanseerde visie op kategese, betoog die studie dat ons liewer oog behoort te lay daarvoor dat kategese een aspek van elke onderskeie kerklike bediening is. S6 verstaan, is kategese 'n onontbeerlike aspek [maar dan slegs 'n aspek) van die gemeente se uitreik-; barmhartigheids-; jeug-; erediens-; Bybelstudie-bedieninge. Die eiesoortigheid van die genoemde kategetiese faset van elk van die kerldike bedieninge verwys elke keer na die logies-analitiese kant van geloofsvonning. Laasgenoemde het betrekking op die moontlike verdieping van die mens se geloofsverhouding met God deurdat gelooftaangeleenthede duideliker omlyn en omslaywe word. En die beklemtoning van hierdie kategetiese aspek in elk van die bedieninge, is elke keer legitiem, afhangende van die konteks waarin die gemeente en die lidmate wat betrokke is, funksioneer. Hierdie teorie oor kategese stel die tydelike kerkverband voor die uitdaging om al die lid.mate [nie net kinders nie] in hulle volle geloofsverhouding met God, tot ontsluiting van hulle hele lewe, in geloofsgerigtheid op God, die Oorsprong van alle dinge te help betrek. Dit veronderstel tegelykertyd die bevryding van kerklike kategese om vernuwend en opbouend op die totale gemeente-bediening in te werk. Langs hierdie weg poog Praktiese Teologie om werklik nie net 'n teorie te wees nie. / The church's religious education ministry in general and that of the Dutch Refonned Church in particular, could be an issue that is, at the same time, overestimated and widerestimated. On the one hand this issue could entail an attenuated vision on man's faith as concrete entity functioning within all aspects of the reality. On the other hand it could entail an unclear distinction between the church as a temporary form of society and all other forms of society. When faith is diminished to single aspects of the full reality, catechesis is overestimated as a separate ministry, next to other ministries in the congregation. This usually leads to an overemphasis of the learning-aspect at the cost of the so-called affective and conative aspects of faith. This invariably leads to an overemphasized, school-like approach to catechesis. On the other hand, when the church cannot cosmologically be clearly distinguished from the other societal fonns, catechesis is easily underestimated. In such a case, typical ecclesiastical catechetic activities are, from a faith aspect point of view, easily confused with educational issues for example within the family and the community because no proper theoretical distinction is made between these different forms of society. In a more balanced vision of catechesis, the study argues that we should realize that catechesis forms but one aspect of each ecclesiastical ministry. Understood thus, catechesis is an indispensable aspect (but only an aspect) of the congregation's outreach, charity, youth, worship and Bible-study ministries. This distinctive character of the said cathecismic facet of each of the ecclesiastical ministries refers time and again to the logical-analytical side of faith fonnation. The latter concerns the possible enriching of man's total faith relationship with God as faith issues are outlined and defined more clearly. This theory on catechesis attempts to challenge the church as a temporary form of society to include catechesis in all forms of ecclesiastical ministry, thereby ministering to all congregation members, not only to the children. This, at the same time, implies the liberation of ecclesiastical catechesis, so that it can have a renewing and constructive effect on the entire congregational ministry. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)

Esta dissertação tem como objetivo pensar a prática Catequética na Diocese de Caxias do Sul realizada a partir da orientação de duas coleções formuladas para esta prática, relacionando-a ao Catecumenato (orientado pela Igreja Católica) e entendendo-a como uma prática educacional. Para que este objetivo pudesse ser atendido, foram realizadas análise documental, entrevistas narrativas e grupos focais. A análise documental foi feita tomando os documentos escritos pela Igreja Católica que definem e orientam a prática catequética direta ou indiretamente, entre eles o Concílio Vaticano II, o Diretório Geral para a Catequese, o Catecismo da Igreja Católica, o Ritual da Iniciação Cristã de Adultos, o Documento de Aparecida. As entrevistas narrativas foram realizadas com o objetivo de conhecer como foram construídas as duas coleções que são utilizadas na referida diocese para a prática catequética, sendo duas entrevistas sobre cada coleção. Esta escolha se deu também em função da delimitação temporal recente (ano 2000), início da mobilização da Diocese para a formulação destas novas coleções. Os grupos focais foram mobilizados para conhecer as coleções a partir do olhar dos catequistas que as utilizam, sendo realizado um grupo focal para cada coleção, e uma sessão para cada. A partir deste corpus empírico, foi possível relacionar a prática caquética com a prática educacional. Para definir esta última e utilizar conceitos próprios dela que poderiam auxiliar a prática catequética, o referencial teórico utilizado foi o pensamento de Paulo Freire (1983; 2004; 2005), uma vez que este pensa a educação como um processo de formação humana. A pesquisa realizada foi dividida em cinco capítulos, sendo o primeiro as considerações iniciais que buscam apresentar algumas definições dos conceitos de Catequese, Catecumenato e Iniciação Cristã, bem como as escolhas teóricas e metodológicas realizadas para desenvolver esta pesquisa. No segundo capítulo, foi apresentada a análise documental, por meio da qual é possível entender as orientações da Igreja Católica para que o Catecumenato seja tomado como modelo para a catequese. O terceiro capítulo busca apresentar as coleções utilizadas na prática da catequese na Diocese de Caxias do Sul e o quarto busca apresentar a relação da catequese, enquanto formação humana e suas características expostas nos dois capítulos anteriores com o pensamento freireano acerca da educação. Foram mobilizados os conceitos de conscientização, humanização, formação, práxis social, autonomia, dialogicidade, entre outros. Assim, é possível concluir que a catequese é uma forma de educação, de formação humana, que pode se utilizar do pensamento educacional para aprimorar suas práticas e entender seu papel na comunidade católica. O papel da educação se coloca justamente no sentido de poder auxiliar que os catequistas entendam que fazem parte de um processo formativo que auxilia na constituição do ser cristão. Este entendimento, por sua vez, junto ao auxílio das teorias educacionais, pode tornar esta prática mais significativa para os catequizandos, tornando-os construtores de sua própria fé. Este processo de educação para a fé nunca se acaba, assim como a formação humana, sendo a catequese o período no qual esta formação terá suas bases para a busca pelo ser mais e pelo inédito-viável do ser cristão. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-02-23T18:43:24Z No. of bitstreams: 1 Dissertacao Mariana Parise Brandalise Dalsotto.pdf: 3190089 bytes, checksum: 96e6026f3f67abf485de3beb176d6abd (MD5) / Made available in DSpace on 2017-02-23T18:43:25Z (GMT). No. of bitstreams: 1 Dissertacao Mariana Parise Brandalise Dalsotto.pdf: 3190089 bytes, checksum: 96e6026f3f67abf485de3beb176d6abd (MD5) Previous issue date: 2017-02-23 / This dissertation aims to think about the Catechetical practice in the Diocese of Caxias do Sul, performed on the guidance of two collections formulated for this practice, relating it to the Catechumenate (guided by the Catholic Church) and understanding it as an educational practice. In order to achieve this objective, documentary analysis, narrative interviews and focus groups were carried out. The documentary analysis was made by taking the documents written by Catholic Church that define and direct catechetical practice directly or indirectly, among them the Second Vatican Council, the General Directory for Catechesis, the Catechism of the Catholic Church, the Rite of Christian Initiation of Adults, The Document of Aparecida. The narrative interviews were carried out with the purpose of knowing how the two collections that are used in the mentioned diocese to the catechetical practice were constructed, being two interviews about each collection. This choice was also due to the recent temporal delimitation (year 2000), the beginning of the mobilization of the Diocese for the formulation of those new collections. The focus groups were mobilized to know the collections from the perspective of the catechists who use them, with a focal group for each collection and a session for each group. From this empirical corpus, it was possible to relate the cachectic practice with the educational practice. In order to define the latter and use its own concepts that could help the catechetical practice, the theoretical reference used was Paulo Freire´s thought (1983, 2004, 2005), once he tinks education as a process of human formation. The research was divided in five chapters, the first being the preliminar considerations that seek to present some definitions of the concepts of Catechesis, Catechumenate and Christian Initiation, as well as the theoretical and methodological choices made to develop this research. In the second chapter, it was presented the documentary analysis, through which it is possible to understand the orientations of the Catholic Church so that the Catechumenate may be taken as a model for catechesis. The third chapter seeks to present the collections used in the practice of catechesis in the Diocese of Caxias do Sul, and the fourth chapter intends to present the relation of catechesis, as a human formation, and its characteristics exposed in the two previous chapters with the Freirean thought about education. It was mobilized the concepts of conscientization, humanization, formation, social praxis, autonomy, dialogicity, among others. Thus, it is possible to conclude that catechesis is a form of education, of human formation, that can use educational thought to improve its practices and understand its role in the Catholic community. The role of education is precisely to help catechists understand that they are part of a formative process that assists in the constitution of the Christian being. This understanding, in turn, with the help of educational theories, can make this practice more meaningful for catechizers, making them builders of their own faith. This process of education for the faith never ends, as well as human formation, and catechesis is the period in which this formation will have its foundations for the search for the being more and the unprecedented-viable Christian being.

Esta dissertação tem como objetivo pensar a prática Catequética na Diocese de Caxias do Sul realizada a partir da orientação de duas coleções formuladas para esta prática, relacionando-a ao Catecumenato (orientado pela Igreja Católica) e entendendo-a como uma prática educacional. Para que este objetivo pudesse ser atendido, foram realizadas análise documental, entrevistas narrativas e grupos focais. A análise documental foi feita tomando os documentos escritos pela Igreja Católica que definem e orientam a prática catequética direta ou indiretamente, entre eles o Concílio Vaticano II, o Diretório Geral para a Catequese, o Catecismo da Igreja Católica, o Ritual da Iniciação Cristã de Adultos, o Documento de Aparecida. As entrevistas narrativas foram realizadas com o objetivo de conhecer como foram construídas as duas coleções que são utilizadas na referida diocese para a prática catequética, sendo duas entrevistas sobre cada coleção. Esta escolha se deu também em função da delimitação temporal recente (ano 2000), início da mobilização da Diocese para a formulação destas novas coleções. Os grupos focais foram mobilizados para conhecer as coleções a partir do olhar dos catequistas que as utilizam, sendo realizado um grupo focal para cada coleção, e uma sessão para cada. A partir deste corpus empírico, foi possível relacionar a prática caquética com a prática educacional. Para definir esta última e utilizar conceitos próprios dela que poderiam auxiliar a prática catequética, o referencial teórico utilizado foi o pensamento de Paulo Freire (1983; 2004; 2005), uma vez que este pensa a educação como um processo de formação humana. A pesquisa realizada foi dividida em cinco capítulos, sendo o primeiro as considerações iniciais que buscam apresentar algumas definições dos conceitos de Catequese, Catecumenato e Iniciação Cristã, bem como as escolhas teóricas e metodológicas realizadas para desenvolver esta pesquisa. No segundo capítulo, foi apresentada a análise documental, por meio da qual é possível entender as orientações da Igreja Católica para que o Catecumenato seja tomado como modelo para a catequese. O terceiro capítulo busca apresentar as coleções utilizadas na prática da catequese na Diocese de Caxias do Sul e o quarto busca apresentar a relação da catequese, enquanto formação humana e suas características expostas nos dois capítulos anteriores com o pensamento freireano acerca da educação. Foram mobilizados os conceitos de conscientização, humanização, formação, práxis social, autonomia, dialogicidade, entre outros. Assim, é possível concluir que a catequese é uma forma de educação, de formação humana, que pode se utilizar do pensamento educacional para aprimorar suas práticas e entender seu papel na comunidade católica. O papel da educação se coloca justamente no sentido de poder auxiliar que os catequistas entendam que fazem parte de um processo formativo que auxilia na constituição do ser cristão. Este entendimento, por sua vez, junto ao auxílio das teorias educacionais, pode tornar esta prática mais significativa para os catequizandos, tornando-os construtores de sua própria fé. Este processo de educação para a fé nunca se acaba, assim como a formação humana, sendo a catequese o período no qual esta formação terá suas bases para a busca pelo ser mais e pelo inédito-viável do ser cristão. / This dissertation aims to think about the Catechetical practice in the Diocese of Caxias do Sul, performed on the guidance of two collections formulated for this practice, relating it to the Catechumenate (guided by the Catholic Church) and understanding it as an educational practice. In order to achieve this objective, documentary analysis, narrative interviews and focus groups were carried out. The documentary analysis was made by taking the documents written by Catholic Church that define and direct catechetical practice directly or indirectly, among them the Second Vatican Council, the General Directory for Catechesis, the Catechism of the Catholic Church, the Rite of Christian Initiation of Adults, The Document of Aparecida. The narrative interviews were carried out with the purpose of knowing how the two collections that are used in the mentioned diocese to the catechetical practice were constructed, being two interviews about each collection. This choice was also due to the recent temporal delimitation (year 2000), the beginning of the mobilization of the Diocese for the formulation of those new collections. The focus groups were mobilized to know the collections from the perspective of the catechists who use them, with a focal group for each collection and a session for each group. From this empirical corpus, it was possible to relate the cachectic practice with the educational practice. In order to define the latter and use its own concepts that could help the catechetical practice, the theoretical reference used was Paulo Freire´s thought (1983, 2004, 2005), once he tinks education as a process of human formation. The research was divided in five chapters, the first being the preliminar considerations that seek to present some definitions of the concepts of Catechesis, Catechumenate and Christian Initiation, as well as the theoretical and methodological choices made to develop this research. In the second chapter, it was presented the documentary analysis, through which it is possible to understand the orientations of the Catholic Church so that the Catechumenate may be taken as a model for catechesis. The third chapter seeks to present the collections used in the practice of catechesis in the Diocese of Caxias do Sul, and the fourth chapter intends to present the relation of catechesis, as a human formation, and its characteristics exposed in the two previous chapters with the Freirean thought about education. It was mobilized the concepts of conscientization, humanization, formation, social praxis, autonomy, dialogicity, among others. Thus, it is possible to conclude that catechesis is a form of education, of human formation, that can use educational thought to improve its practices and understand its role in the Catholic community. The role of education is precisely to help catechists understand that they are part of a formative process that assists in the constitution of the Christian being. This understanding, in turn, with the help of educational theories, can make this practice more meaningful for catechizers, making them builders of their own faith. This process of education for the faith never ends, as well as human formation, and catechesis is the period in which this formation will have its foundations for the search for the being more and the unprecedented-viable Christian being.

Text in German / The study at hand proceeds from the assumption that there is a catechetical as well as a music pedagogical teaching tradition for young children. The touch points of the two disciplines emerge rather by chance than by design because one discipline uses the other as an approach. This study raises the key question if a music catechetics is possible. The term music catechetics is used to describe a learning process based on an equal balance of both music pedagogy and catechetics. The debate of this question requires interdisciplinary conversations. The answers can be found in developmental psychology as well as music psychology, music sociology, anthropology and ecclesiastical history. In the end this gives rise to practical theological criteria which can be used to answer and justify the question of music catechetics. / Die vorliegende Untersuchung geht von der Tatsache aus, dass es für Kleinkinder sowohl eine katechetische wie ein musikpädagogische Lehrtradition gibt. Die Berührungspunkte beider Disziplinen ergeben sich eher zufällig, indem sich die eine Disziplin der anderen Disziplin als Methode bedient. Diese Untersuchung stellt nun die zentrale Frage, ob eine Musikkatechese möglich ist. Unter einer Musikkatechese wird ein gleichberechtigter Lernvorgang verstanden, der sowohl Musikpädagogik als auch Katechetik erfasst. Um diese Frage zu erörtern werden interdisziplinäre Gespräche nötig. Sowohl die Entwicklungspsychologie, als auch Musikpsychologie, Musiksoziologie, Anthropologie und Kirchengeschichte werden befragt. Schließlich werden praktisch theologische Kriterien erhoben, aus denen heraus die Frage nach einer möglichen Musikkatechese beantwortet und begründet wird. / Practical Theology / M.Th. (Practical Theology)

The Czechoslovak Hussite Church can be proud of professor Otto Rutrle's personality, because by his pedagogical and educational approach he helped to realize and revive religious education and catechetical teaching in the Church. In his publications The Road to the Child I. and The Road to the Child II. pays great attention to this activity and he touches on individual topics that are necessary for teaching and education in the Czechoslovak Hussite Church. He does not neglect the importance of a teacher, as a preacher, a guide and a helper on the path to the spiritual knowledge. He emphasizes the personal religion, that lives. He uses examples from the Holy Scripture for a practical spiritual life. His work is a legacy not only for our generation, but also for following generations. In my master's thesis, I have mostly tried to look into the activities of Sunday school, which was closely linked to the life of the Church. There were cultivated both moral and spiritual values needed for life. I have wanted to show by master's thesis, how important were the Christian education and teaching for children and youth. In the first chapter of my work, I have introduced readers to the topicality of topics, which were essential for Otto Rutrle and important for the education and teaching of children and youth. His...

Text in German / The study at hand proceeds from the assumption that there is a catechetical as well as a music pedagogical teaching tradition for young children. The touch points of the two disciplines emerge rather by chance than by design because one discipline uses the other as an approach. This study raises the key question if a music catechetics is possible. The term music catechetics is used to describe a learning process based on an equal balance of both music pedagogy and catechetics. The debate of this question requires interdisciplinary conversations. The answers can be found in developmental psychology as well as music psychology, music sociology, anthropology and ecclesiastical history. In the end this gives rise to practical theological criteria which can be used to answer and justify the question of music catechetics. / Die vorliegende Untersuchung geht von der Tatsache aus, dass es für Kleinkinder sowohl eine katechetische wie ein musikpädagogische Lehrtradition gibt. Die Berührungspunkte beider Disziplinen ergeben sich eher zufällig, indem sich die eine Disziplin der anderen Disziplin als Methode bedient. Diese Untersuchung stellt nun die zentrale Frage, ob eine Musikkatechese möglich ist. Unter einer Musikkatechese wird ein gleichberechtigter Lernvorgang verstanden, der sowohl Musikpädagogik als auch Katechetik erfasst. Um diese Frage zu erörtern werden interdisziplinäre Gespräche nötig. Sowohl die Entwicklungspsychologie, als auch Musikpsychologie, Musiksoziologie, Anthropologie und Kirchengeschichte werden befragt. Schließlich werden praktisch theologische Kriterien erhoben, aus denen heraus die Frage nach einer möglichen Musikkatechese beantwortet und begründet wird. / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)

Thesis (DTh)--Stellenbosch University, 1973 / ENGLISH ABSTRACT: No abstract available / AFRIKAANSE OPSOMMING: Geen opsomming

Thesis (D. Min.)--Abilene Christian University, 2006. / Abstract and vita. Includes bibliographical references (leaves 85-86).

Thesis (J.C.L.)--Catholic University of America, 2005. / Includes bibliographical references (leaves 46-48).

Thesis (D. Min.)--Abilene Christian University, 2006. / Abstract and vita. Description based on Microfiche version record. Includes bibliographical references (leaves 85-86).