Thesis advisor: Mark Massa / Priestly formation is a daunting task in the contemporary American landscape. Short of increasing the time of seminary studies, it is important that the available time is maximized and focused to the intended goal: to form faithful shepherds adequately prepared to meet the challenges of the twenty-first century church. While the human, pastoral, and spiritual dimensions of priestly formation are obviously critical, this dissertation focuses on the state of intellectual formation in American diocesan seminaries, specifically theological formation. A number of questions arise with respect to this topic of intellectual formation in seminaries. What is the point and purpose of theological education for diocesan priests in the United States? How has this purpose been understood and pursued in the past? What are the norms of the universal church with respect to theological education of priestly candidates? How are these norms understood and applied in the context of present day American diocesan seminaries? What is the current state of theological formation in diocesan seminaries and what adjustments might be made to best meet contemporary challenges? These are the questions this dissertation aims to respond to regarding the intellectual formation of diocesan priests in the United States. The first four chapters of this dissertation is a survey of the history of diocesan seminaries in the United States, with particular attention on the purpose and understanding of theological education in the formation of diocesan priests. Special focus is given to the key ecclesial documents governing priestly formation and their application in the concrete circumstances and historical context of American seminaries. Chapter 5 is concerned with current theological programs at six American seminaries during the 2019-2020 academic year. / Thesis (STD) — Boston College, 2020. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

The present study it has as objective to investigate, through a biographical study, the trajectory of teaching formation and professional performance of the sergipana intellectual Leyda Régis (1904 -1999). The metodological theoretical referencial is endorsed arrives in port in it of Cultural History. The concepts and analytical categories of Ginzburg, Le Goff, Roger Chartier, Elias, Pierre Bourdieu, Sirinelli, Dominique Julia, and literatures that turn on practical of the pertaining to school culture, formation and teaching performance, had lead the systematization, the aiming and development of this research. The trajectory of the teacher Leyda Régis helps to understand it us, through its formation and performance in the educational scene, the representations of the History of the Education, professionalization, field of work and social action in century XX. / O presente estudo tem como objetivo investigar, através de um estudo biográfico, a trajetória de formação docente e atuação profissional da intelectual sergipana Leyda Régis (1904 -1999). O referencial teórico metodológico está respaldado no aporte da História Cultural. Os conceitos e categorias analíticas de Ginzburg, Le Goff, Roger Chartier, Elias, Pierre Bourdieu, Sirinelli, Dominique Julia, e literaturas que versam sobre práticas da cultura escolar, formação e atuação docente, conduziram a sistematização, o direcionamento e desenvolvimento desta pesquisa. A trajetória da professora Leyda Régis ajuda-nos a compreender, através da sua formação e atuação no cenário educacional, as representações da História da Educação, profissionalização, campo de trabalho e ação social no século XX.