Thesis (M. Div. with Concentration: Christian Doctrine)--Emmanuel School of Religion, Johnson City, Tennessee, 2001. / Abstract and vita. Includes bibliographical references (leaves 122-126).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2004. / Vita. Includes bibliographical references (leaves 115-120).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2004. / Includes bibliographical references (leaves 132-138).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2004. / Abstract and vita. Includes bibliographical references (leaves 237-250).

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1988. / Abstract. Includes bibliographical references (leaves [265]-275).

Thesis (M.A.)--Abilene Christian University, 2005. / Abstract. Includes bibliographical references (leaves 139-156).

Thesis (M.A.)--Catholic Theological Union at Chicago, 1993. / Vita. Includes bibliographical references (leaves 64-66).

There is without doubt as much criticism of Liberation Theology as there is understanding regarding the need for a theology which seeks answers to the effectiveness of the Christian witness, against a background of mounting poverty, the oppression of woman and continued discrimination by one race against another, worldwide. Many scholars struggle with the revolutionary and often hostile nature and methodology of Liberation Theology. This paper attempts to enter into a conversation between the theology of John Wesley and Liberation Theology. The theology of John Wesley had a tremendous impact on social, political and economic areas of the Eighteenth century England. It was in many ways a revolutionary theology. This paper takes as a standpoint, the need for praxis with regard to Christian witness and therefore seeks to argue that there may be common ground between Wesleyan Theology and Liberation Theology. / Systematic Theology and Theological Ethics / M.Th. (Systematic Teology)

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-26T18:02:09Z No. of bitstreams: 1 Marciano do Prado.pdf: 1109606 bytes, checksum: 82e71b5d9fb0a2636e13a7a6e227951e (MD5) / Made available in DSpace on 2016-08-26T18:02:09Z (GMT). No. of bitstreams: 1 Marciano do Prado.pdf: 1109606 bytes, checksum: 82e71b5d9fb0a2636e13a7a6e227951e (MD5) Previous issue date: 2016-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the historical, political, social, economic and ideological context in which it appears criticism of Paulo Freire pedagogy and later liberation theology, seeking to find influences of this peculiar context in the genesis of Freire's thought and conceptions of the theologians Rubem Alves and Gustavo Gutierrez, who were the first to publish works on liberation theology, theological current considered genuinely Latin American. It seeks to observe to what extent the pedagogical concepts of Freire may have been taken by Gutierrez Alves and theologians in their works reviewed here. In both thoughts we find the valuation of view of human beings and a praxis that seeks liberation from oppressive systems. Both in Paulo Freire as the fundamentals of this theological current present humanistic principles and elements of the Christian tradition. From the methodological tool of analysis of the Marxist dialectical historical materialism, seeks to identify common themes that are addressed by the authors in their arising works from the 1950s to 1970, pausing to study some of the underlying themes, namely, practice , history , humanism and freedom. / A presente pesquisa se propõe a analisar o contexto histórico, político, social, econômico e ideológico em que surge a pedagogia crítica de Paulo Freire e posteriormente a Teologia da Libertação, visando encontrar influências deste peculiar contexto na gênese do pensamento freireano e nas concepções dos teólogos Rubem Alves e Gustavo Gutiérrez, que foram os primeiros publicar obras sobre Teologia da Libertação, corrente teológica considerada genuinamente latino-americana. Ainda procura observar em que medida as concepções pedagógicas de Freire podem ter sido acolhidas pelos teólogos Alves e Gutiérrez em suas obras aqui analisadas. Em ambos os pensamentos encontramos a visão de valorização do ser humano e de uma práxis que busca sua libertação de sistemas opressores. Tanto em Paulo Freire como nos fundamentos desta corrente teológica se apresentam princípios humanistas e elementos da tradição cristã. A partir da ferramenta metodológica de análise do materialismo histórico dialético marxista, procura identificar temas comuns que são abordados pelos autores em suas obras surgidas entre as décadas de 1950 a 1970, detendo-se ao estudo de alguns temas subjacentes a esse contexto histórico, a saber: práxis, história, humanismo e libertação.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-06-26T13:09:57Z No. of bitstreams: 1 Pedro Paulo Soares.pdf: 1415147 bytes, checksum: d7c1a630279fd4c0366f1b69727f7542 (MD5) / Made available in DSpace on 2017-06-26T13:09:57Z (GMT). No. of bitstreams: 1 Pedro Paulo Soares.pdf: 1415147 bytes, checksum: d7c1a630279fd4c0366f1b69727f7542 (MD5) Previous issue date: 2017-03-20 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The current paperwork seeks to present an analysis about the theology applied to education, specially the liberation theology to solidarity education, at the Hugo Assmann’s thought. After a long time teaching, giving lectures and researching abroad, Assmann returns to Brasil and brings a knowledge that contributes significantly to the way of understanding the liberation theology, how theology and economics are related and also the relation between theology and education. While discussing education, Assmann reaches beyond the classroom, he also involves the exchange of experiences searching for the preparation for the labor market, for the social solidarity, a search for overcoming the oppressive social inequality and mainly the full development of the individual as a whole, not disregarding his particularities. In order for this to happen, a conversion to solidarity is necessary, which results in the re-enchantment of the education. The good news is, according to Assmann, that educators are also life defenders, not denying the market as such, but giving more attention to the tendency of inclusion than the one of exclusion, aiming for the overcoming of social inequalities. In general, this work has the purpose of studying, from Hugo Assmann's point of view, the relation between theology and education, specially the issues related to spirituality, education and solidarity. / O presente trabalho busca apresentar uma análise sobre a teologia aplicada à educação, em especial a Teologia da Libertação à educação solidária, no pensamento de Hugo Assmann. Após longo tempo exilado no exterior, lecionando, dando palestras e pesquisando, ao retornar ao Brasil Assmann traz consigo uma grande bagagem de conhecimento, que contribui de forma expressiva a maneira de pensar a Teologia da Libertação, a relação entre teologia e economia e, a relação entre teologia e educação. Ao trabalhar educação, Assmann vai além da sala de aula, envolve também a troca de experiências buscando a preparação para o mundo do trabalho, uma solidariedade social, uma busca pela superação das diferenças sociais opressoras e, principalmente, o desenvolvimento do indivíduo como um todo, não se esquecendo de suas particularidades. Para que isso ocorra é necessária uma conversão para a solidariedade, que implica em reencantamento da educação. A boa nova consiste hoje, segundo Assmann, também em educar como significado de defender a vida, não negando o mercado como tal, mas dando maior ênfase à tendência da inclusão do que à da exclusão, visando a superação das desigualdades sociais. Em termos gerais, este trabalho se propõe a estudar a relação entre teologia e educação no pensamento de Hugo Assmann, em especial, questões relacionadas a espiritualidade, a educação e a solidariedade.