Submitted by RAFAEL PETTA DAUD null (rafaelpetta@hotmail.com) on 2018-04-02T14:04:43Z No. of bitstreams: 1 DISSERTAÇÃO MESTRADO RAFAEL PETTA DAUD.pdf: 1727795 bytes, checksum: ffe8cfb7046e5063771c5eb5fcb412e8 (MD5) / Approved for entry into archive by Carolina Lourenco null (carolinalourenco@fclar.unesp.br) on 2018-04-02T15:20:03Z (GMT) No. of bitstreams: 1 daud_rp_me_arafcl.pdf: 1727795 bytes, checksum: ffe8cfb7046e5063771c5eb5fcb412e8 (MD5) / Made available in DSpace on 2018-04-02T15:20:03Z (GMT). No. of bitstreams: 1 daud_rp_me_arafcl.pdf: 1727795 bytes, checksum: ffe8cfb7046e5063771c5eb5fcb412e8 (MD5) Previous issue date: 2018-02-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Atualmente, os casos de bullying – forma de violência específica da relação entre pares – são frequentemente confundidos e desvalorizados pelos docentes, que não sabem como identifica-los e, muito menos, como neles intervir. Deste modo, as explicações que dão a estas situações podem revelar formas de Desengajamento Moral, imbricadas em suas justificativas para não agirem moralmente. A partir desta conjectura, este trabalho, um estudo exploratório de natureza quantitativa, se desenvolve em torno de três objetivos: reconhecer as estruturas autorreguladoras que se caracterizam como mecanismos de engajamento ou desengajamento moral frente a duas situações hipotéticas de bullying (uma com o enredo de uma vítima típica e outra com vítima provocadora), validando para tal um instrumento de larga escala construído especialmente para avaliar os engajamentos ou desengajamentos morais em adultos; comparar os níveis de qualidade moral das respostas obtidas por meio da aplicação de nosso instrumento de investigação a um grupo de professores que tiveram formações sobre o tema da convivência moral na escola e que experimentaram o movimento de implantação das Equipes de Ajuda em suas instituições de ensino (grupo COMFEA) e a outros que não tiveram esta oportunidade (grupo SEMFEA); comparar os resultados encontrados entre professores do Brasil e da Espanha, onde as práticas de implementação dos Sistemas de Ajuda já são consolidadas. Fazem parte desta amostra 328 professores vinculados a redes de Educação Básica do interior do Estado de São Paulo, selecionados a partir de uma escolha, em parte, aleatória, que constituíram a amostra brasileira, e 395 professores espanhóis compõem o grupo para o estudo intercultural. Destes, uma parcela é de professores escolhidos intencionalmente (55 brasileiros e 128 espanhóis), cujo critério de escolha foi terem passado pelo programa de formação de professores destacado. Como resultados principais, obtivemos a validação de nosso instrumento de investigação para as amostras brasileira e espanhola, a obtenção de respostas moralmente mais evoluídas a favor dos professores pertencentes ao grupo COMFEA, tanto no Brasil quanto na Espanha – embora neste último país a diferença entre os professores do grupo COMFEA e do grupo SEMFEA tenha sido menor do que a encontrada entre brasileiros – e níveis gerais de qualidade moral mais elevados nas respostas dos professores espanhóis do que nas dos docentes brasileiros, tanto quando comparados os respectivos grupos SEMFEAs quanto os grupos COMFEAs. / Currently, cases of bullying - a form of violence specific to the peer relationship - are often confused and devalued by teachers, who do not know how to identify them, much less how to intervene in them. Thus, the explanations given to these situations may reveal forms of Moral Disengagement, imbricated in their justifications for not acting morally. From this conjecture, this exploratory study of a quantitative nature develops around three objectives: to recognize the self-regulating structures that are characterized as mechanisms of engagement or moral disengagement against two hypothetical situations of bullying (one with the plot of a typical victim and a victim with a provocative victim), validating for this purpose a large scale instrument specially constructed to evaluate the moral engagements or disengagement in adults; to compare the levels of moral quality of the answers obtained through the application of our research instrument to a group of teachers who had formations on the subject of moral coexistence in the school and who experienced the movement of implantation of the Help Teams in their educational institutions (COMFEA group) and others who did not have this opportunity (SEMFEA group); comparing the results found between teachers from Brazil and Spain, where the practices of the implementation of the Aid Systems are already consolidated. This sample is comprised of 328 teachers linked to Basic Education networks in the interior of the State of São Paulo, selected from a random sample of the sample, and 395 Spanish teachers make up the group for intercultural study. Of these, a portion is of teachers chosen intentionally (55 Brazilians and 128 Spaniards), whose criterion of choice was to have passed the outstanding teacher training program. As main results, we obtained validation of our research instrument for the Brazilian and Spanish samples, obtaining more morally evolved answers in favor of teachers belonging to the COMFEA group, both in Brazil and in Spain - although in the latter country the difference between the teachers in the COMFEA group and the SEMFEA group were lower than those found among Brazilians - and overall higher levels of moral quality in the responses of Spanish teachers than in those of Brazilian teachers, both compared to the respective SEMFEA groups and COMFEA groups. / 1585665

Submitted by Isaac Francisco de Souza Dias (isaac.souzadias@ufpe.br) on 2016-02-29T18:41:38Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Sabrina Araujo Feitoza Fernandes Rocha.pdf: 2371054 bytes, checksum: 1b4e8d1cbc9eeeeb744d5c7c0a4d3231 (MD5) / Made available in DSpace on 2016-02-29T18:41:38Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Sabrina Araujo Feitoza Fernandes Rocha.pdf: 2371054 bytes, checksum: 1b4e8d1cbc9eeeeb744d5c7c0a4d3231 (MD5) Previous issue date: 2015-02-25 / CAPES / A Segurança Pública é um fenômeno complexo de grande importância social, envolvendo a criminalidade e violência, o policiamento utilizado para controlá-las e ações de prevenção. Todos os segmentos da sociedade estão envolvidos nela, podendo se classificar os seus agentes nos seguintes grandes grupos: policiais, criminosos e demais cidadãos. No caso brasileiro em particular, os policiais subdividem-se principalmente em civis e militares, cada um com o seu papel, embora existam ainda outras modalidades com efetivo menor. A dinâmica do sistema de segurança é dada principalmente pelo comportamento e interação entre esses agentes. Segundo Moscovici (1978), as pessoas constroem seu conhecimento acerca do mundo, e com ele interagem, em função de imagens e ideias construídas nas práticas sociais através das comunicações cotidianas, sendo esta a noção de Representação Social. Partindo dessa premissa, o presente trabalho teve como objetivo avaliar as representações sociais dos agentes do sistema de Segurança Pública acerca uns dos outros, relacionando-os com os diversos elementos psicológicos, sociais e culturais característicos de cada um. Para tanto, foi realizado um estudo empírico com 120 adultos da região Metropolitana do Recife, sendo 30 cidadãos comuns, 30 policiais civis, 30 policiais militares e 30 criminosos condenados, onde se procurou avaliar as representações sociais que eles tem de si mesmos e uns dos outros, além de sua sociodemografia, bússolas morais, valores morais (Schwartz, 2006) e hipercultura (Souza, Silva, Silva, Roazzi& Carrilho, 2012). Foram usados como instrumentos de pesquisa um questionário especialmente preparado contendo perguntas sobre sexo, idade, escolaridade, renda, bússolas morais e atitudes em relação à criminalidade, bem como o Questionário de Valores Humanos Básicos (Schwartz, 2006) e a escala de Hipercultura (Souza, Silva, Silva, Roazzi& Carrilho, 2012). As representações sociais foram avaliadas em função de um instrumento de avaliação especialmente desenvolvido, baseado na associação de 14 palavras descritivas a cada grupo. A partir de análises estatísticas dos dados coletados, evidenciou-se que: (a) existe um perfil sociodemográfico, moral e hipercultual específico para cidadãos, policiais civis, policiais militares e criminosos, (b) o instrumento de associação de palavras mostrou-se capaz de gerar indicadores estatisticamente consistentes e capazes de avaliar as representações sociais dos grupos acerca uns dos outros, (c) cada grupo tem suas representações sociais específicas de si mesmo e de cada um dos quatro grupos, (d) parece haver uma clara relação entre as representações sociais e as diversas medidas psicossocioculturais. Esses achados apresentam implicações importantes para a compreensão da dinâmica social da Segurança Pública e suas eventuais causas, bem como para a elaboração de políticas públicas mais eficazes. / The Public Security is a complex phenomenon of great social importance involving crime and violence, policing used to control them and preventive actions. All segments of society are involved in this process and their agents could be classified in the following groups: police, criminals and other citizens. In Brazil the police are mainly subdivided on civil and military each one with specific job, and other less effective groups. The dynamics of the security system is given mainly by integration of these agents. According Moscovici (1978) people build their knowledge about the world and interact with it, through images and ideas constructed in the social practices by communication that happenseveryday, and this is the concept of Social Representation. From this premise the present study aimed to evaluate the social discourse of members of the Public Security system with each other, relating their psychological, social and cultural characteristic of each one. In this context it was build an empirical study of 120 adults in the metropolitan region of Recife being 30 citizens, 30 civil police, 30 military police and 30 convicted criminals, with the intention of to assess the social representations they have of themselves and each other, besides studying their sociodemography, moral compasses, moral values (Schwartz, 2006) and hyperculture (Souza Silva, Silva, Roazzi&Carrilho, 2012). Especially prepared questionnaireswere used to assess gender, age, education, income, moral compasses, attitudes toward crime, basic human values (Schwartz, 2006), andHyperculture (Souza , Silva, Silva, Roazzi&Carrilho, 2012). Social representations were assessed through a specially developed tool, based on the association of 14 descriptive words to each group. From the statistical analysis of the data collected, it became clear that: (a) there is a specific socio-demographic, moral and Hypercultualprofile forcitizens, civil police, military police and criminals, (b) the word association instrument was able to generate statistically consistent indicators to assess the social representations of the groups about each other, (c) each group has specific social representations of itself and of each one of the four groups, (d) there appears to be a clear relationship between social representations and the various psychosocial measures. These findings have important implications for the understanding the social dynamics of Public Security and their possible causes as well as for the development of more effective public policies.

Made available in DSpace on 2016-12-23T14:37:58Z (GMT). No. of bitstreams: 1 Leandra Lucia Moraes Couto.pdf: 1173359 bytes, checksum: 20b7021ec94c3a9a8e3e13a9ef335ee5 (MD5) Previous issue date: 2013-12-20 / Neste estudo, dedicamos-nos a investigar os juízos de professoras acerca do ensino do valor moral da justiça em suas práticas pedagógicas. Além disso, propomos-nos a verificar se tais práticas modificam-se em razão do ano escolar para o qual cada participante leciona. Para tanto, entrevistamos 23 professoras do ensino fundamental, sendo 11 docentes de 1º ano e 12 de 5º ano, de escolas públicas localizadas em bairros de classe baixa do município de Vitória, Espírito Santo. Realizamos entrevistas individuais, de acordo com o método clínico piagetiano. A análise dos dados foi realizada a partir da teoria piagetiana e da sistematização proposta por Delval. Analisamos as concepções de justiça das professoras, as motivações para o ensino da justiça e os procedimentos que as entrevistadas consideram que utilizam para ensinar esse valor moral. Os resultados obtidos permitem considerar que a concepção de justiça das docentes está, sobretudo, relacionada à temática dos direitos dos indivíduos. Com relação à justiça, todas as profissionais consideram que ensinam este valor moral em suas práticas pedagógicas. A respeito das motivações para esta prática, averiguamos que as professoras ensinam a justiça principalmente pelo fato de essa ser uma responsabilidade da escola. Por sua vez, quanto aos procedimentos de ensino da justiça, constatamos que a maioria deles trata de meios considerados como verbal impositivo e ação impositiva, isto é, estão embasados em práticas impositivas. Ademais, grande parte dos procedimentos está embasada exclusivamente na linguagem oral das docentes. A maioria das participantes justifica os procedimentos adotados no ensino da justiça tendo como foco o aluno, ou seja, tratam de práticas que possuem como embasamento os educandos. Porém, quando analisamos os métodos empregados pelas entrevistadas, constatamos que a maior parte deles diz respeito a métodos com o uso da imposição, o que pode não favorecer os procedimentos ditos ativos e, provavelmente, o desenvolvimento moral dos alunos. Com relação aos dados encontrados acerca dos anos escolares pesquisados, destacamos que as docentes que lecionam para o 5º ano mencionam mais procedimentos com base em práticas impositivas. Por fim, vale dizer que as participantes de 1º ano são as que mais justificaram os procedimentos com foco no aluno. De maneira geral, os dados de nossa pesquisa mostram que apesar de as concepções de justiça das participantes possuírem predominância de características da moral autônoma, a maior parte dos procedimentos utilizados por elas no ensino do aludido valor pode não favorecer o desenvolvimento da autonomia nos alunos, pois é embasada em práticas impositivas. Com este estudo, esperamos contribuir para que políticas públicas sejam implantadas visando à melhoria da qualidade da educação em valores morais no contexto escolar, notadamente no que diz respeito ao ensino da justiça. Assim, ressaltamos a necessidade de trabalhos contínuos de ensino da justiça, pensados e programados para desenvolver indivíduos autônomos / In this study, we dedicate ourselves to investigate the judgments of teachers on the teaching of the moral value of justice in their pedagogical practices. Furthermore, we propose to check whether such practices are modified due to the school year for which the participant teaches. To do so, we interviewed 23 elementary school teachers, 11 teachers of 1st year and 12 of the 5th year, from public schools located in lower-class neighborhoods in the city of Vitória, Espírito Santo. We conducted individual interviews, according to the Piagetian clinical method. Data analysis was performed based on the theory of Piaget and the systematization proposed by Delval. We analyze the conceptions of justice of the teachers, the motivations for teaching justice and the procedures that the respondents consider they use to teach this moral value. The results support the view that the conception of justice of the teachers is mainly related to the issue of individual s rights. Regarding justice, all the professionals believe they teach this moral value in their pedagogical practices. Regarding the motivations for this practice, we noticed that the teachers teach justice mainly because this is a responsibility of the school. Meanwhile, about the procedures for teaching justice, we noticed that most of them are means considered as authoritative, verbally and in action, i.e., are grounded in imposing practices. Moreover, most of the procedures are based solely on the oral language of the teachers. Most participants justify the procedures adopted in the teaching of justice as focusing the student, i.e., dealing with practices that have as their basis the students. However, when we analyzed the methods used by the interviewees, we found that most of them concerns methods with the use of imposition, which may not favor the said active procedures and, probably the moral development of students. Regarding the data found on the school years studied, we emphasize that the teachers who teach the 5th grade mention more procedures based on imposing practices. Finally, it is worth saying that the participants of the 1st year are the ones who justified the most procedures with a focus on the student. In general, the data from our research show that although the conceptions of justice of the participants have predominant characteristics of autonomous morality, most of the procedures used by them in teaching the alluded value can not foster the development of autonomy in students, as they are grounded in imposing practices. With this study, we hope to contribute so that public policies are implemented in order to improve the quality of education in moral values in schools, especially regarding the teaching about justice. Thus, we emphasize the need for continuous education on the teaching of justice, designed and programmed to develop autonomous individuals

This Master's thesis analyzes the subject of moral distress of Czech primary school teachers. It is divided into two parts. The first theoretical part clarifies key concepts and terms of ethics in education. Aside from more general terms like ethics, morals, and stress, it also covers crucial terms like moral distress and critical events. The second, practical part analyzes a qualitative dataset to describe and categorize different forms of moral distress. It records a variety of ways of solving critical situations and their potential influence on the psyche and professional development of educators. The aim of this work is to serve as a base for additional research or as a material for creating strategies to overcome similar situations. KEYWORDS Moral values, ethics, social influences, critical situations, dilemmas, moral distress, stress

Orientador: Dagmar Aparecida Cynthia França Hunger / Resumo: Nas aulas de Educação Física Escolar observamos constantemente conflitos entre os alunos, como: falta de respeito, bullying, falta de empatia, agressões físicas e verbais, intolerância e outros problemas relacionados a comportamentos inadequados ao ambiente escolar. A evidente preocupação de familiares, professores e membros da equipe escolar com questões relacionadas a problemas de sociabilidade faz com que busquemos formas diferenciadas de trabalho, levando em conta não apenas o aprendizado físico e cognitivo, mas também o aspecto social e emocional. Neste sentido, procurando conhecer diferentes métodos de trabalho com valores morais, entrevistamos professores de Educação Física de Escolas Públicas e de Escolas Waldorf de duas cidades do interior do Estado de São Paulo. Dessa forma, na presente pesquisa objetivamos: Analisar a formação moral do aluno, no âmbito da Educação Física Escolar, na Rede Pública Municipal de duas cidades do interior do Estado de São Paulo e das Escolas Waldorf, conforme a percepção de professores de Educação Física, a) evidenciar como se processa a formação moral dos alunos nas aulas de Educação Física Escolar na Rede Pública Municipal e em Escolas Waldorf, b) constatar os desafios e/ou enfrentamentos na formação moral dos alunos; e c) evidenciar práticas pedagógicas que se diferenciam quanto à formação de valores morais. Trata-se de uma pesquisa qualitativa e para coleta de dados utilizou-se como instrumento de pesquisa a entrevista semiestruturad... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In Physical Education classes, we may have conflicts among students, such as lack of respect, bullying, lack of empathy, physical and verbal aggression, intolerance and, other problems related to inappropriate behavior in this environment. The family and school staff's concern about these issues makes us look for different ways to work, not only cognitive learning but also the social and emotional aspect. Regarding this and trying to get to know different approaches to work with moral values, we interviewed Physical Education teachers from Public and Waldorf schools from two cities in the countryside of São Paulo. That way, in this research we aim to analyze the moral development of students according to the Physical Education teachers' understanding in these contexts, regarding a) show how students learn moral values in Physical Education classes in the public system and Waldorf school; b) ascertain the challenges and/or confrontations in the students' moral formation and; c) ascertain pedagogical practices that differ in the formation of moral values. It is qualitative research and for data collection, and it was used a semi-structured interview as a research instrument. The data was analyzed concerning the literature review and according to the content analysis. We found in the scope of the research that Physical Education teachers try to work students' moral development, but there may be some factors to contribute to greater outcomes; such as the teacher's connection to t... (Complete abstract click electronic access below) / Mestre

Thesis is focused on media ethics and concentrate on moral values in film. The goal of thesis is to confirm or to disprove the need of applied ethics in film production. Thesis is divided into three parts. First part is focused on media ethics in film in general. Second part advise about several media theories and film in relation to ethics. Thirt part is dedicated to film semiothics and values. The core of theses is created of several aspect of film such as film editing, language and meaning through out film acting, sounds and costume. We do not emphasise good or bad impact on film on moral values but we bring out significance of value creation process. We underline film creation itself and tools of film production. The structure of thesis is interdisciplinary. I tis verz sensitive connection of ethics knowledge, media and semiothics. Interdisciplinar view brings toghether known facts and new approach. Key words: applied ethics, media ethics, film theory, film semiothics, moral values

The research problems of this dissertation were: 1) A description of the perceived value of music in light of political undercurrents in Boston prior to and during the years under investigation, and 2) the profile of the constituency of the Boston School Committee and Committee on Music in 1837 and 1845. Questions addressed the effect of religious and moral concerns of the day on the decision by the School Committee in 1837 to try music in the curriculum, and the possible effect of religious politics on Lowell Mason's dismissal from the schools in 1845. In the minds of mid-nineteenth century Bostonians, religious and moral values were intrinsic to the very nature of music. Key members on the School Committee portrayed music as being spiritual yet nonsectarian in its influence. Therefore, the findings suggest that music was believed to provide common ground between opposing and diverse religious sects. Reasons given for Mason's dismissal by John Sargent, a member of the Committee on Music, showed parallels to H. W. Day's accusations in the press a year earlier that Mason had managed his position in a sectarian manner. Sargent's background supports the theory that religious politics were at work in Mason's dismissal. Although members of the School Committee of 1845 were religious, only isolated cases support the proposition that any of them would have opposed Mason strictly on the basis of religious issues. Evidence suggests that their passivity to the action by the Committee on Music was probably due to concurrent public criticism of attempts at school reform within the Committee. While under such scrutiny, Committee members' inaction regarding Mason's dismissal may have reflected a desire not to jeopardize their own positions as a political body.

The aim of my dissertation was to describe the responsibilities of teachers in institutional pre-school education and how they bolster the moral development of pre-school age children, which takes place in the context of the children's mental progress and the formation of moral values gained from their families. The thesis is divided into two parts. The theoretical part describes the moral progress of pre-school age children, educational and institutional strategies to develop the moral consciousness and good behavior of pre-school age children and the abilities and skills of teachers in the field of ethics education. The practical part describes the results of my research, which mainly surveys activities that improve the moral progress of children used in practice by teachers in nursery schools. The following chapter makes sugestions and evaluates the execution of educational projects aimed at the ethical education of pre-school age children. This work contibutes to the understanding of observations of the moral progress of a pre-school age child with connections to the practices and abilities of teachers in nursery schools. Keywords ability moral values nursery school moral development pre-school age conscience class climate teacher

The Republic of Nauru, a small Pacific island nation, has one of the highest obesity rates in the world. Obesity emerged rapidly in Nauru during the 1970s, a period characterised by political independence and unprecedented economic growth resulting from lucrative phosphate mining. In the mid-1970s, the Nauruan population was one of the first in the world in which obesity, diabetes mellitus and cardiovascular disease – co-morbidities associated with obesity – were identified as significant public health concerns. Such ‘lifestyle diseases’ continue to have debilitating effects on the Nauruan community. Obesity is generally understood to result from an energy imbalance; that is, people eat and drink more calories over time than they expend. This biomedical paradigm is implicit in the majority of research relating to obesity, such that the lifestyle to which obesity is attributed is limited to diet and activity. Yet in practice, lifestyle is much more than this. The lifestyle of a particular group is related to political, legal, religious, economic and value systems, modes of education, communication, transport and healthcare, and styles of art, music and entertainment. In this thesis I draw on ethnographic participant observation carried out in the Republic of Nauru during 2010-11, life history interviews, and diverse historical materials to answer three questions. First, what characterises the Nauruan lifestyle? Second, in what ways did the Nauruan lifestyle change over the second half of the twentieth century, the time period during which obesity and diabetes rapidly escalated? Finally, how might these changes be linked to the emergence and persistence of ‘lifestyle diseases’ in Nauru? I focus on one characteristic that stood out prominently in many different aspects of Nauruan life: ‘island time’, or the suggestion that there is ‘No Action Unless Really Urgent’. In theorisation of obesity, such living for the moment has been interpreted as laziness, pleasure-seeking or lack of self-control. However, a deeper analysis reveals that island time emerged gradually in the latter half of the twentieth century as Nauruans incorporated market-derived moral values into their everyday lives. This has led to profound changes in the way people feel when engaged in social exchanges, and is linked to temporally-shorter and more spatially dispersed social networks. I thus recast living for the moment as representative of a social trend rather than individual self-interest, and obesity as a phenomenon associated with the space between bodies rather than within each one. This leads me to consider more closely the links between social relationships and health. In Nauru, as in many societies, it is difficult to disentangle the biological and the social; the same feeling of unhealthiness, for example, is associated with being clinically ill and having a fight with a loved one. Yet many activities that are associated with tightening social networks, and which are prominent in the lifestyle characterised by island time – eating, drinking, or sitting and gossiping, for example – are also associated with obesity emergence. As a result, being biomedically healthy and feeling healthy are now somewhat incompatible in Nauru. In concluding, I argue that the adoption of economic rhetoric into everyday life has re-shaped moral values, everyday social relationships, and the demographic health profile on Nauru.

Made available in DSpace on 2016-03-15T19:48:44Z (GMT). No. of bitstreams: 1 Elieth_Sodre_Terense_Mendes_reduzido.pdf: 3177927 bytes, checksum: 24124cfe7c75e91a12d603bdf7b65fca (MD5) Previous issue date: 2008-03-24 / This research, while attempting to establish a dialogue between Science of Religion and Education, brings into focus the actions and attitudes of Benedicta Stahl Sodré (1900 - 1973), moved by a spirit of self-denial and non-conformity, she contributed to steer a different path to the Brazilian educational system in the 20th Century. This work can be divided into two sets of complementary actions: historical investigation and analysis of the material gathered. The first set of actions is comprised of: 1. a presentation of the Brazilian historical background, of that time span; 2. a historical recollection of the educational movements that culminated with the adoption of differentiated methods for teaching literacy and classroom reading; and 3. the organization of biographical data, gathered or inferred from extant documents that related to or belonged to the educator being researched. The second set of action is comprised of: 1. a formal and content-wise analysis of the books published by this educator; 2. an analysis of the sequence of content and exercises proposed in her books; and 3. a description of the resources, methods and strategies adopted in this work. Both sets of actions are built, as we intend to present in this thesis, on a foundational religious conviction, which finds its concrete form in a constant search for a holistic education of the individual person. In order to demonstrate this, it is made evident that the themes and the values, which are found in the Sodré materials, can be related to beliefs and attitudes. Therefore, this work represents and opportunity of recognition of Presbyterian contribution towards changes in the educational routes in the first half of the 20th Century. / Esta pesquisa, estabelecendo um diálogo entre as ciências da religião e a Educação, desloca para o foco de atenção as ações e atitudes de Benedicta Stahl Sodré (1900 - 1973), que, movida por um espírito de abnegação e inconformismo, contribui para a alteração do rumo educacional brasileiro no século XX. Este trabalho pode ser dividido em dois conjuntos de ações complementares: a incursão histórica e a análise de materiais. Integram o primeiro conjunto de ações: 1. o resgate histórico do panorama brasileiro da época; 2. a revisão histórica dos movimentos educacionais que culminaram com a adoção de métodos diferenciados para a alfabetização e o ensino de leitura em sala de aula; e 3. a organização de dados biográficos colecionados ou depreendidos a partir de documentos constantes do acervo da educadora. Integram o segundo conjunto de ações: 1. a análise formal e conteudista dos livros publicados pela educadora; 2. a análise da seqüência de conteúdos e de exercícios propostos nos livros; e 3. os recursos, métodos e estratégias adotados. Ambos os conjuntos de ações derivam, como se pretende argumentar nesta dissertação, de uma formação religiosa prévia materializada na busca da formação holística do indivíduo. Para tanto, evidenciam-se que temas e valores depreendidos das informações veiculadas nos materiais Sodré podem ser associados a crenças e atitudes. Portanto, este trabalho constitui-se, uma oportunidade de reconhecimento à contribuição presbiteriana na alteração dos rumos educacionais na primeira metade do século XX.