This thesis explores the Mbuti Pygmies, a sub-group of the Pygmy peoples, one of the main ethnic groups of the Democratic Republic of the Congo (DRC). The Mbuti Pygmies are settled mostly in the Ituri rainforest, and are, with regard to Christian mission, still unreached and unchurched. The oversight of the churches vis-à-vis these people is highlighted, through this thesis, as a challenge to Christian mission. This challenge is a result of the way Christian mission is understood and undertaken in DRC, namely in the selective and exclusive way of missioning, according to which some peoples are targeted and others forsaken. Churches in the DRC shy away from the Mbuti Pygmies probably because, on the one hand, these forest dwellers belong to the group of Pygmies whose existence as full human beings is enigmatic and very controversial. Because of the uniqueness of the Pygmy peoples in terms of physical features, culture, and way of life, on the other hand, the non-Pygmy peoples, including Christians, suffer from a kind of complex of superiority that creates in them a spirit of discrimination against the Mbuti Pygmies. As the Mbuti Pygmies are discriminated against even by Christians, it is very difficult for them to be taken into account within the mission agendas of the churches. This challenge to Christian mission is highlighted by two facts. Firstly, Christian mission is designed for all the nations to which the Mbuti Pygmies belong. Secondly, the churches, with their missional mandate to all the nations, shy away from the Mbuti Pygmies as if these people were outside the scope of Christian mission and, thus, unworthy of God’s grace and love.To remedy this challenge, with the aim of implementing Christian mission in the DRC, this study suggests a missional encounter as a way forward to addressing the Mbuti Pygmies. In practice, this may be implemented through the missionary conversion, the right perception of the Mbuti Pygmies as being fully made in the “image of God” and fully part of the “all nations”, promoting formal education among the Mbuti Pygmies, and sustaining the churches by an integrated theological education. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

CAPES; EMATER / Um dos maiores problemas ambientais da população brasileira é a falta de tratamento de esgoto, principalmente em comunidades rurais e de baixa renda. O desenvolvimento de tecnologias para saneamento eficientes e de baixo custo precisam ser desenvolvidas para atender a população desfavorecida deste serviço básico. Nesse trabalho foi proposta a implantação de uma tecnologia denominada wetlands construídos, também conhecida por Estação de Tratamento de Esgoto por Zona de Raízes – ETEZR. O objetivo do trabalho foi desenvolver uma proposta de Educação Ambiental não formal para o saneamento, utilizando metodologias de sensibilização para os moradores e implantação desta tecnologia ETEZR na comunidade rural da Colônia Mergulhão em São José dos Pinhais - PR. Com o apoio técnico do Instituto Paranaense de Assistência Técnica e Extensão Rural – EMATER e da Universidade Tecnológica Federal do Paraná – UTFPR, foram implantadas 5 ETEZR na colônia, por meio de 3 Oficinas teóricas e práticas, nas quais participaram no total 67 pessoas da comunidade, 5 técnicos da EMATER e 13 da Prefeitura Municipal do Município. Após 4 meses da implantação foram realizadas 2 coletas do efluente bruto e tratado para analisar parâmetros físico-químicos e biológicos. Os resultados avaliados pelos parâmetros químicos DBO, DQO, fósforo, nitrogênio amoniacal comparando esgoto bruto e tratado, demonstram que as ETEZR são eficientes no tratamento de esgoto.Nas 5 estações a eficiência mínima e máxima entre os parâmetros básicos analisados foram de 52,2 a 95,5% para a DBO; 47 a 94,5% para a DQO; 21,5 a 96% para fósforo; 30 a 98% para nitrogênio amoniacal. Os óleos e graxas, e a série de sólidos também obtiveram significativa redução em seus valores quando comparados o esgoto bruto e o esgoto tratado, e os parâmetros biológicos avaliados por meio dos coliformes apresentaram uma redução entre 80 a 99%. Com a aplicação do processo de Educação Ambiental voltado ao saneamento foi possível avaliar a percepção da população para a aceitação da tecnologia de saneamento ambiental utilizando as ETEZR, compreender as necessidades e conceitos de saneamento para a comunidade. : Esta pesquisa avaliou o desenvolvimento da metodologia aplicada pela Educação Ambiental não formal, a fim de proporcionar subsídios ao processo do plano de saneamento rural para o município. / One of the biggest environmental problems of the population is the lack of sewage treatment, especially in rural communities and low-income. The development of technologies for efficient, low-cost sanitation need to be developed to meet the disadvantaged people of this basic service. This work was the implementation proposal of a technology called constructed wetlands, also known as Wastewater Treatment Plant for Roots Zone - ETEZR. The objective was to develop a non- formal environmental education proposal for redevelopment, using outreach methods for residents and deployment of this technology ETEZR in the rural community of Cologne Grebe in Sao Jose dos Pinhais - PR. With technical support from the Paranaense Technical Assistance and Rural Extension Institute -EMATER and the Federal Technological University of Paraná - UTFPR, 5 ETEZR were deployed in the colony through three theoretical and practical workshops, which involved total 67 people from the community 5 technicians EMATER and 13 of the Municipal Town Hall. Após4 months of implementation were carried out two collections of raw wastewater and treated to analyze physical, chemical and biological parameters. The results evaluated by chemical parameters BOD, COD, phosphorus, ammonia nitrogen comparing raw and treated sewage, demonstrate that ETEZR are effective in the treatment of sewage. 5 Seasons minimum and maximum efficiency between the basic parameters analyzed were 52.2 to 95.5% for BOD; 47 to 94.5% for COD; 21.5 to 96% phosphorus; 30-98% for ammonia nitrogen. Oils and greases, and a series of solid also achieved a significant reduction in their values when comparing the raw sewage and treated sewage, and biological parameters evaluated by means of coliforms showed a reduction of 80 to 99%. With the implementation of environmental education process aimed sanitation was possible to evaluate the perception of the population to accept the environmental sanitation technology using the ETEZR, understand the needs and sanitation concepts for the community. This research evaluated the development of the methodology applied by the non-formal environmental education in order to provide subsidies for rural sanitation plan process for the municipality.

Acompanha: Sugestão de roteiro de atividades para o clube de ciências / A participação dos alunos em um Clube de Ciências representa uma oportunidade de desenvolver sua curiosidade e seu espírito científico. Para o professor, representa a possibilidade de realizar diversos projetos e temas que, muitas vezes, a rigidez curricular não favorece. Este trabalho apresenta um estudo sobre o desenvolvimento crítico, analítico e científico de alunos dos anos finais do Ensino Fundamental do Colégio Estadual Olavo Bilac, de Cantagalo – PR, por sua participação em um Clube de Ciências. Este Clube funciona na referida escola, atendendo ao Programa de Atividade Complementar Curricular em Contraturno da Secretaria de Estado da Educação. A pesquisa desenvolvida no Clube de Ciências utilizou atividades variadas, como trabalhos em grupo, apresentações de vídeos, realização de experimentos e uso da rede mundial de computadores (internet). Apresenta-se no texto desta dissertação o que são os Clubes de Ciências e qual é sua função e importância para o ensino das disciplinas, levando em conta a Teoria da Aprendizagem Significativa. Também faz-se uma abordagem sobre a interdisciplinaridade e a importância da experimentação. O tema escolhido para o estudo foi Análise de Materiais, numa perspectiva de sustentabilidade. Os materiais analisados foram papel, vidro, plástico e metal. A pesquisa foi qualitativa na modalidade pesquisa participante. Os dados foram coletados através da aplicação de um questionário antes da realização das atividades e outro depois. A análise das respostas preliminares revelou pouco conhecimento e vocabulário científico, além de uma crítica moderada e carente de argumentos e pouco analíticas quanto à origem e tipo de materiais que eles conheciam. O questionário final permitiu verificar que o Clube contribuiu para o desenvolvimento dos alunos numa perspectiva de interdisciplinaridade e aprendizagem significativa, através de mudanças no pensamento e nas atitudes dos participantes. / The participation of students in Science Clubs, is an opportunity to develop their curiosity and Science spirit. To the teacher is a possibility to develop several projects and themes, which inflexible curricula sometimes would not allow. This work presents a study of the critical, analytic and scientific development of the students from final grades of Elementary School from Olavo Bilac School in Cantagalo – PR, for their participation in a Science Club. This club is in the mentioned school, and attends the Program of Complementary Course in After School Activities, of the State Department of Education. The research conducted at the Science Club, have used several activities, such as group work, video presentations, conduction of experiments and the use of world wide web. In the dissertation of this work, it has presented what a Science Club is and means, and which is its role, and importance to the teaching of subjects, taking into account the Theory of Meaningful Learning. In addition, it is conducted an approach about interdisciplinary and the importance of experimentation. The theme chosen for study was Material Analysis in a sustainable perspective. The materials analyzed were paper, glass, plastic and metal in a qualitative way and participant research. Data were collected through a questionnaire before carrying out the activities and another after. A preliminary analysis of the responses revealed little knowledge and scientific vocabulary as well as a moderate and lacking critical arguments, and little analytical about the origin and type of materials they knew. The final questionnaire has shown that the Club has contributed to the development of students in an interdisciplinary perspective and meaningful learning through changes in thinking and attitudes of the participants.

Acompanha: Sugestão de roteiro de atividades para o clube de ciências / A participação dos alunos em um Clube de Ciências representa uma oportunidade de desenvolver sua curiosidade e seu espírito científico. Para o professor, representa a possibilidade de realizar diversos projetos e temas que, muitas vezes, a rigidez curricular não favorece. Este trabalho apresenta um estudo sobre o desenvolvimento crítico, analítico e científico de alunos dos anos finais do Ensino Fundamental do Colégio Estadual Olavo Bilac, de Cantagalo – PR, por sua participação em um Clube de Ciências. Este Clube funciona na referida escola, atendendo ao Programa de Atividade Complementar Curricular em Contraturno da Secretaria de Estado da Educação. A pesquisa desenvolvida no Clube de Ciências utilizou atividades variadas, como trabalhos em grupo, apresentações de vídeos, realização de experimentos e uso da rede mundial de computadores (internet). Apresenta-se no texto desta dissertação o que são os Clubes de Ciências e qual é sua função e importância para o ensino das disciplinas, levando em conta a Teoria da Aprendizagem Significativa. Também faz-se uma abordagem sobre a interdisciplinaridade e a importância da experimentação. O tema escolhido para o estudo foi Análise de Materiais, numa perspectiva de sustentabilidade. Os materiais analisados foram papel, vidro, plástico e metal. A pesquisa foi qualitativa na modalidade pesquisa participante. Os dados foram coletados através da aplicação de um questionário antes da realização das atividades e outro depois. A análise das respostas preliminares revelou pouco conhecimento e vocabulário científico, além de uma crítica moderada e carente de argumentos e pouco analíticas quanto à origem e tipo de materiais que eles conheciam. O questionário final permitiu verificar que o Clube contribuiu para o desenvolvimento dos alunos numa perspectiva de interdisciplinaridade e aprendizagem significativa, através de mudanças no pensamento e nas atitudes dos participantes. / The participation of students in Science Clubs, is an opportunity to develop their curiosity and Science spirit. To the teacher is a possibility to develop several projects and themes, which inflexible curricula sometimes would not allow. This work presents a study of the critical, analytic and scientific development of the students from final grades of Elementary School from Olavo Bilac School in Cantagalo – PR, for their participation in a Science Club. This club is in the mentioned school, and attends the Program of Complementary Course in After School Activities, of the State Department of Education. The research conducted at the Science Club, have used several activities, such as group work, video presentations, conduction of experiments and the use of world wide web. In the dissertation of this work, it has presented what a Science Club is and means, and which is its role, and importance to the teaching of subjects, taking into account the Theory of Meaningful Learning. In addition, it is conducted an approach about interdisciplinary and the importance of experimentation. The theme chosen for study was Material Analysis in a sustainable perspective. The materials analyzed were paper, glass, plastic and metal in a qualitative way and participant research. Data were collected through a questionnaire before carrying out the activities and another after. A preliminary analysis of the responses revealed little knowledge and scientific vocabulary as well as a moderate and lacking critical arguments, and little analytical about the origin and type of materials they knew. The final questionnaire has shown that the Club has contributed to the development of students in an interdisciplinary perspective and meaningful learning through changes in thinking and attitudes of the participants.

A pesquisa de caráter qualitativo teve como objetivo levantar e discutir maneiras pelas quais o campo do design pode contribuir para a divulgação científica para o público infantil. A partir de um levantamento de casos de comunicação da ciência para crianças no Brasil e exterior, de naturezas e mídias diversas, foram identificados os processos de design empregados e determinados os eixos investigativos da pesquisa: processos colaborativos, processos participativos, ludicidade e design da informação. Para evidenciar e discutir as questões relativas aos quatro eixos, foi realizado um estudo de caso sobre o livro informativo para crianças Lá fora - Guia para descobrir a natureza (textos de Maria Ana Peixe Dias e Inês Teixeira do Rosário, ilustrações de Bernardo P. Carvalho, editora Planeta Tangerina, Portugal, 2014). O estudo de caso baseou-se em revisão bibliográfica relativa a: processos colaborativos, processos participativos, processos voltados ao lúdico, design da informação, livros ilustrados e livros informativos para crianças. As análises sugerem que as contribuições do campo para a divulgação científica para crianças potencializam-se quanto mais abrangente for o escopo de participação do design e quanto mais inicial for o estágio de projetação em que é introduzido. Além disso, de cada eixo investigativo sobressaem contribuições específicas ligadas às forma de participação do design no processo de produção da divulgação, a saber: o rigor informativo, investigativo e crítico, e a criatividade na abordagem dos temas da ciência (processos colaborativos); a defesa da autonomia, do protagonismo e do respeito às necessidades cognitivas e emocionais da criança (processos participativos); a aproximação poética, aberta, imaginativa e complexa dos assuntos tratados (processos voltados à ludicidade); e o cuidado com a usabilidade dos objetos, a legibilidade e a visualização da informação (design da informação). / This qualitative study aimed to raise and discuss ways in which the design field can contribute to science communication for children. Specific applied design processes and certain investigative axes of research were identified from a survey of cases of science communication for children in Brazil and abroad, of different natures and media: collaborative processes, participatory processes, playfulness and information design. In order to highlight and discuss questions relating to these four axes, we conducted a case study of the children\'s information book Lá fora - Guia para descobrir a natureza (texts by Maria Ana Peixe Dias and Inês Teixeira do Rosário, illustrations by Bernardo P. Carvalho, Planeta Tangerina, Portugal, 2014). The case study is based on literature review on: collaborative processes, participatory processes, processes aimed at playfulness, information design, picturebooks and children\'s information books. The analysis suggests that the design field contribution to science communication for children can be enhanced the more comprehensive its scope is and the earlier it is introduced in the design process. In addition, each investigative axis highlights specific contributions, linked to the form of participation that design takes on the production process of the publication, namely: the informative, investigative and critical accuracy, and the creativity in addressing the themes of science (collaborative processes); the defense of autonomy, leadership and respect to cognitive and emotional needs of the child (participatory processes); the poetic, open, imaginative and complex approach of subjects addressed (processes aimed at playfulness); the attention to the usability and readability of objects, and its information visualization (information design).

L’écomobilité en milieu scolaire, étudiée à travers le Pédibus ou walking school bus, système de ramassage pédestre organisant bénévolement le trajet domicile-école à l’initiative des parents, peut questionner l’éducation relative à l’environnement (ERE) et l’éducation au développement durable (EDD). S’inscrivant à la suite des travaux de Lucie Sauvé, Sandrine Depeau, Alain Legardez, Angela Barthes, Marie-Louise Martinez et Jean-Marc Lange, les analyses ont cherché à montrer comment la pratique du Pédibus peut devenir un enjeu éducatif qui touche aux finalités de l’éducation : « construire des savoirs », « construire une identité de sujet et de citoyen », « devenir une personne responsable évoluant au sein d’une communauté ». Le point de départ a été d’interroger la façon dont le discours véhiculé par les textes officiels, dont les grandes déclarations onusiennes fondatrices du développement durable (DD), voient en l’école le lieu fondamental de la formation des esprits conscients et responsables. A ces discours prônant une réforme par le haut, la thèse a mis en regard les discours des acteurs du Pédibus en Métropole Rouen Normandie, recueillis entre 2016 et 2018, afin de montrer comment s’articule un discours écocitoyen, inscrit dans un processus de réforme par la base et par l’action quotidienne. S’inspirant des études sur l’écocitoyenneté, en particulier des travaux de Marie-Louise Martinez, l’analyse interlocutive des discours a mis en évidence la constitution d’une conscience écocitoyenne et l’émergence d’une personne écoresponsable, inscrite dans son milieu urbain et naturel, ainsi que dans son milieu social (rue, quartier, ville). Par ailleurs, cette thèse constitue la première monographie universitaire consacrée au Pédibus, incluant un état de la recherche inspiré de divers pays et de domaines différents (sciences de l’éducation, médecine, sociologie, géographie) concernés par le « car-à-pattes », à l’origine des principaux types de discours portant sur un objet complexe (discours sécuritaire, hygiéniste, sociétal, environnemental). Conformément à la nature même d’un processus d’apprentissage dénué de curriculum et dont la compréhension peut s’inspirer des travaux de l’éco-ontogénèse dans l’esprit de Tom Berryman, les relations entre apprentissage non formel et apprentissage formel ont été interrogées, d’autant que les élèves concernés relèvent du « cycle des observations » et du « cycle de consolidation » de l’école primaire. Sur ces bases, la thèse a formulé des pistes de remédiation, susceptibles de renforcer la synergie entre éducation non formelle et éducation formelle d’une part, et de contribuer à la multiplication et à la pérennisation des lignes de Pédibus d’autre part, très engagée depuis des décennies dans les « déplacements doux », pourrait servir de modèle dans le domaine de l’écomobilité. / Eco-mobility in connection with schools, studied through the Walking School Bus, a pedestrian collecting system that voluntarily organizes the home-school journey for young pupils at the initiative of some parents, can raise questions about environmental education (EE) and education for sustainable development (ESD). Following the work of Lucie Sauvé, Sandrine Depeau, Alain Legardez, Angela Barthes, Marie-Louise Martinez and Jean-Marc Lange, the analyses sought to show how the practice of the Walking School Bus can become an educational issue that touches on the aims of education: "building knowledge", "building an identity as a subject and a citizen", "becoming a responsible person evolving within a community". The starting point was to question how the discourse conveyed by official texts, including the major UN declarations founding sustainable development (SD), see schools as the fundamental place for the training of conscious and responsible minds. To these discourses advocating a reform from above, the thesis compared the discourses of the actors of the Walking School Bus in Rouen Normandy Metropolis, collected between 2016 and 2018, in order to show how an eco-citizen discourse is articulated, as part of a reform process from the bottom up, and through daily action. Inspired by studies on eco-citizenship, in particular the work of Marie-Louise Martinez, the interlocutory analysis of the discourses highlighted the creation of an eco-citizen awareness and the emergence of an eco-responsible person, inscribed in its urban and natural environment, as well as in its social environment (street, neighborhood, city). Moreover, this thesis is the first university monograph devoted to the Walking School Bus, including a state of research inspired by various countries and different fields of science (educational sciences, medicine, sociology, geography) concerned by the WSB, at the origin of the main types of discourse on a complex subject (safety, hygienist, societal, environmental discourse). In accordance with the very nature of a curriculum-free learning process whose understanding can be inspired by the work of eco-ontogenesis in Tom Berryman's mind, the relationship between non-formal and formal learning was questioned, especially because the pupils concerned fall within the "observation cycle" and the "consolidation cycle" of primary school. On this basis, the thesis formulated remedial approaches that could strengthen the synergy between non-formal and formal education on the one hand, and contribute to the multiplication and sustainability of the Walking School Bus lines on the other hand. Rouen Normandy Metropolis, which has been very much involved for decades in "soft mobility", could serve as a model in the field of eco-mobility.

The thesis concentrates on unintended consequences of putting emphasis on education in the current society and their impacts on labour market success of school graduates as well as on fulfilment of employers needs from the perspective of occupying job positions in accordance with the demographic aging of the population. The thesis is trying to answer the question, if education has an adequate influence on the social mobility as it was in the recent past. The author is also trying to suggest possible solutions of the situation occurred on the labour market from the viewpoint of the qualified labour shortage with lower educational level, especially in the secondary sector. Possibilities are seen in the consistent assertion of the LLL conception, increasing the relevance of the education content and adapting to the changing requirements of qualifications through of cooperation between schools and employers. Last but not least the thesis also draws attention to the need of relevant information about the labour market development and chances of graduates to find a job in the chosen field.

Barbora Neuwirthová ABSTRACT Thesis "Childrens' life with and within media" explores and describes ways in which children handle digital media and how this media influence their lives. It aims to describe in ethnographic manner how children live their puberty with and within media. Main research was done through school ethnography, collected data were analyzed using systemic approach and interpretive socialization model. Data were collected using semi-structured interviews with 13 young people between 11 and 15 years old. Secondary source for research was in- school participant observation and analysis of respondent media products. Data analysis used open coding for creating codes and categories which were used in later analysis. Result of my research is thick description of childrens' life with and within media, which shows, that media are both tool and factor in children behavior and actions. Digital media create environment, in which children live in their own different, individual, ways, influenced by their personality or hobbies. Media usage manifest itself also in development and quality of peer and parent-child relationships. KEYWORDS Children' culture; role of media in children' lives; media and formal education; quaternary media; adolescence; qualitative approach; school ethnography; systemic...

Abstracts in English and Xhosa / This research focused on how youth leaders and their senior pastors perceive youth ministry in the black township of Khayelitsha, A practical theological reflection of youth ministry in Khayelitsha. Youth ministry is an important ministry for a local church, as it is a platform to deal with youth challenges. Youth ministry has a value to add to the young people of its society, in their spiritual and development formation. The first aim of youth ministry, among other things, is to assist with spiritual formation in the lives of the young people. The underlying assumption of the study was that youth ministry in Khayelitsha was about game and entertainment with no spiritual input in the lives of young people. Research findings of this study reveal that in the black township of Khayelitsha there are a lot of activities that are happening under the banner of youth ministry, but there is a lack of a practical theological understanding of youth ministry. It was discovered also in this research that young people after they have been elected to lead a youth ministry, were not trained and developed for their task. The recommendation therefore which can help youth ministry in the black township of Khayelitsha to be practical and theologically oriented is that youth leaders need to be trained so that they may be able to develop or discover for their constituency a sound theology of youth ministry and the purpose of the youth. Youth leaders and their young people need to think about the importance of encapsulating and capturing a vision for youth ministry in their contexts, respectively. Youth leaders need to be trained on leadership issues and other youth ministry related matters, such as socio-economic and youth culture. Youth ministry is so broad, but it is important firstly for the Khayelitsha youth to get the basics right before focusing on other dynamics and dimension matters of youth ministry. It is important that youth need to know that youth ministry is about God first, not social projects. Youth ministry is just a normal youth work if it does not take the relationship young people to have with God and develop them into maturity. Youth ministry should be regarded as a national asset as it has a lot to contribute to the Khayelitsha community through the socially-focused projects that the young people engaged in for their communities. Churches should be intentional about youth ministry when they prepare young people for youth ministry by supporting these young people financially who would like to study this ministry. / Inkonzo yabantu abatsha ibaluleke kakhulu kwinkonzo nganye esekuhlaleni eKhayelitsha. Inkonzo yabantu abatsha inegalelo enalo kubantu abatsha ekuhlaleni, kubomi babo bokukholwa nakuphuhliso lwabo gabalala. Eyokuqala injongo yenkonzo yabantu abatsha enkonzweni kukunceda ukuba bakhule abantu abatsha eMoyeni. Eyona ibiyintsusa yolucwaningo kukurhanela nokukrokrela ukuba inkonzo yabatsha eKhayelitsha igxile ekudlaliseni abantu abatsha kunokukhulisa ubomi babo bakuMoya. Iziphumo ngoko zolucwaningo ziveze ukuba zininzi intshukumo nezinto ezinziwayo ezinkonzweni phantsi kwegama lenkonzo yabantu abatsha, kodwa kukhona ukuswela ulwazi lokuba umsebenzi wabatsha yipraktikali thiyoloji. Kukwafumanesekile ukuba bakuba benyulwe abantu abatsha ezinkonzweni zabo ukuba bakhokele inkonzo yabatsha, inkokheli ezo zabatsha aziyi ziqeqeshwe zixhotyiselwa umsebenzi lo wabo. Ingcebiso ngoko ngokubhekisele kwiziphumo zolu cwaningo zicebisa ukuze umsebenzi wabatsha ukuze ube yipraktikal thiyoloji yeyokuba kumelwe baqeqeshwe abantu abatsha bakuba benyulwe ukuze bazi ukuba ungantoni kanye kanye umsebenzi wabatsha enkonzweni. Inkokheli zabatsha kunye nabatsha bazo kufuneka bacinge nzulu ukuba bangawenza njani umsebenzi wabatsha uze ufanele bona nalendawo bahlala kuyo. Inkokheli zabatsha zimele ziqeqeshelwe kwezokukhokela abantu abatsha, ingxaki abantu abatsha abajongene nazo umzekelo isimo sentlalo abakuso abantu abatsha, kwaye kufuneka zazi nenkcubeko yabantu abatsha. Umsebenzi wabantu abatsha ubanzi, ugabalele ngoko kubalulekile ukuba inkokheli zabatsha zazi izinto zokuqala nezisiseko somsebenzi/inkonzo yabantu abatsha kuqala phambi kokuba bazi ezinye izinto ezingawo umsebenzi wabantu abatsha. Inkonzo yabantu abatsha ingafana nomsebenzi nje ongabantu abatsha ukuba awuyithatheli ingqalelo ubudlelwano abantu abatsha abanabo noThixo, kwaye bukhuliswe kubo.Inkonzo yabantu abatsha mayithathwe njengenkonzo enegalelo elikhulu esizweni ngenxa yezinto abantu abatsha abathi bazibandakanye kuzo ukuzama ukuphucula indawo abahlala kuzo eKhayelitsha. Inkonzo nazo maziyinike ingqwalasela nengqalelo inkonzo okanye umsebenzi wabatsha ngokuwuxhasa ngezemali kwaye zihlawulele abantu abatsha abafuna ukuyo wokufundela umsebenzi wabantu abatsha. / Practical Theology / D. Th. (Practical Theology)

Ce travail souligne la nécessité d’un changement de paradigme sociétal face aux défis environnementaux contemporains et met l’accent sur l’éducation comme vecteur essentiel de cette transformation. Il se concentre sur les écoles vertes, qui tendent à s’enraciner dans une approche holistique de l’éducation environnementale, afin de cerner leur contribution face à la crise environnementale actuelle. Il commence par l’exploration de l’impact significatif de l’activité humaine sur la biosphère et le système terrestre, mettant en évidence l’influence profonde de l’anthropocentrisme. Ensuite, il souligne l’insuffisante intégration de la dimension écologique dans l’éducation formelle qui est principalement attribuable à l’influence persistante des pressions économiques et politiques sur la pensée et la pratique éducatives dominantes. Il poursuit en analysant les mouvements d’écoles vertes sur le plan théorique ainsi que leur orientation sur une approche scolaire environnementale globale. Enfin, il combine une analyse de la littérature sur les mouvements Éco-écoles et Enviroschools avec une étude de terrain menée en Uruguay auprès de l’école pionnière du mouvement Escuelas Sustentables afin de mettre en évidence leurs contributions respectives aux effets directs (impact environnemental) et indirects (littératie environnementale). Il conclut que les écoles vertes offrent une réponse multidimensionnelle aux enjeux soulevés par la crise environnementale actuelle. À ce niveau, il est remarqué que, parmi les mouvements d’écoles vertes étudiés, Enviroschools se distingue de manière significative en contribuant à la fois de manière substantielle à l’impact environnemental et à la littératie environnementale, notamment grâce à son enracinement local et à sa valorisation des perspectives autochtones locales. Dans l’ensemble, il découle de ce travail que l’efficacité des écoles vertes pour répondre à la crise environnementale repose sur leur décolonisation, intégrant les perspectives autochtones de manière culturellement appropriée pour assurer une adaptation à un monde en déséquilibre. / This work highlights the need for a societal paradigm shift in the face of contemporary environmental challenges and emphasizes education as an essential vector of this transformation. It focuses on green schools, which tend to be rooted in a holistic approach to environmental education, in order to assess their contribution to the current environmental crisis. It begins by exploring the significant impact of human activity on the biosphere and the Earth system, highlighting the profound influence of anthropocentrism. Next, it underscores the insufficient integration of the ecological dimension in formal education, mainly due to the ongoing influence of economic and political pressures on prevailing educational ideologies and practices. It continues by analyzing green school’s movements on a theoretical level as well as their orientation towards a whole school environmental approach. Finally, it combines an analysis of the literature on the Eco-Schools and Enviroschools movements with a field study carried out in Uruguay with the pioneer school of the Escuelas Sustentables movement to assess their respective contributions to direct (environmental impact) and indirect (environmental literacy) effects. It concludes that green schools offer a multi-dimensional response to the issues raised by the current environmental crisis. At this level, it is noticed that, among the green school’s movements studied, Enviroschools stands out as making a substantial contribution to both environmental impact and environmental literacy, thanks in particular to its local roots and its valuing of local indigenous perspectives. Overall, it follows that the effectiveness of green schools in responding to the environmental crisis rests on their decolonization, integrating indigenous perspectives in culturally appropriate ways to ensure adaptation to a world in imbalance.