O tema central desta dissertação é o ensino superior na IECLB. Inicialmente, localizam-se o surgimento do ensino superior comunitário no Brasil e sua estruturação ao lado da oferta do poder público. Apresenta-se a formação do sistema de educação comunitária vinculada à Igreja, com escolas primárias, a partir das dificuldades enfrentadas pelos imigrantes alemães evangélico-luteranos, na sua chegada ao Brasil, com a ausência de escolas. Contextualizado o espaço do surgimento da educação superior comunitária e a tradição do ensino básico de caráter comunitário, abre-se o cenário para resgatar as discussões em torno da criação de faculdades e cursos superiores no âmbito do Sínodo Riograndense, um dos formadores da IECLB. Destaca-se a tentativa infrutífera de oferecer cursos naquele período em que as demais instituições brasileiras que atuam com ensino superior iniciam sua atividade. Este trabalho tenta compreender as causas dessa dificuldade e analisa as alternativas adotadas. Por último, volta-se a atenção para as trajetórias exitosas de surgimento de cursos a partir da década de 1970, mas com resultado especialmente na virada para o século XXI. A pesquisa revelou que a opção por não oferecer ensino superior decorre de todo um contexto de igreja que passava por reorganização. Também certa indefinição interna quanto a quem caberia a responsabilidade de oferecer cursos retarda a oferta desses. O trabalho culmina com o apontamento de alternativas para que o ensino superior na IECLB possa ter maior participação no cenário educacional brasileiro. A pesquisa aponta para uma revisão na sistemática de manter faculdades e cursos em instituições comunitárias da IECLB, para o caso de estas quererem se consolidar no cenário brasileiro. / The subject matter of this dissertation is higher education within IECLB (the Evangelical Church of Lutheran Confession in Brazil). The paper starts out by examining the origin of congregational education in Brazil and its structural organization alongside public education. The formation of the congregational education system is presented, which started with primary schools linked to local church congregations that were set up in response to the difficulties with the lack of schools found by German Lutheran immigrants upon their arrival to Brazil. After setting the context for the emergence of congregational higher education and the tradition of congregational basic education, the paper analyzes the discussions around the creation of colleges and higher education courses within the Synod Riograndense, one of the founding constituents of IECLB. Special emphasis is given to the unsuccessful attempt to offer courses at the time when many other Brazilian institutions working with higher education started their activity. This paper attempts to understand the reasons underlying these difficulties and examines the alternatives adopted. Finally, attention is given to the successful emergence of courses in the 1970s, but which took effect especially at the turn of the 21st century. Our studies reveal that the option not to offer higher education stemmed from a larger context of the church that was then undergoing reorganization. Some internal uncertainty about who would bear the responsibility for offering courses further delayed the process. The paper concludes by indicating alternatives for higher education in IECLB to play a greater role in the context of Brazilian education. The research points out the need for a systematic review of the way colleges and courses are maintained by institutions within IECLB should they want to consolidate their position in Brazil.

Canada has distinct contemporary faith communities that differ from western and European counterparts. Unfortunately statistics tracking denominational allegiances give little insight into the daily intricacies of collective religious practice. The purpose of this study is to contribute towards filling a gap within scholarly research on the lived culture and experiences of contemporary religious communities within Canada. This study examines the pattern of culture-sharing within a non-denominational faith community as lived and practiced in Ottawa. Through autoethnography, this study asks why members attend and how members view the use of popular culture video clips within church. Individual and collective religious identities are constructed through observations, interviews and material artifacts gleaned through participant observation from January 2011 to December 2011. The results show that within the church, a community of practice is built around shared parenthood and spiritual journey. Members place importance on children, on providing support of all kinds for one another, and on keeping religion relevant. Reasons for attending are echoes of the patterns of culture-sharing: members enjoy the feeling of community, the support, the friendships, the play dates. Participants view popular culture video clips played within church as one aspect of an overall importance placed upon relevance. Mutuality of engagement results in members experiencing their lives as meaningful, it validates their worth through belonging, and it creates personal histories of becoming within the context of a community of practice. Future research recommendations include further study of other contemporary faith communities within Canada, with investigation into the possibility that communities of practice may be what the churched and unchurched are seeking.

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Cold War era preacher Carl McIntire played a significant role in the politicization of fundamentalism during the 1930s, '40s, and '50s. His libertarian political philosophy was shaped by the denominational politics in the Presbyterian Church of America during the fundamentalist - modernist controversy. / History

The purpose of this study is to determine the students’ perceptions regarding the teacher's religious positioning and what the students prefer. Another purpose is to show what the students say the result could be if the teacher gives away his or her religious positioning. Previous research include several doctoral theses and student papers regarding how students perceive the teachers’ religious position and the religious education classroom as a whole, but research regarding how students say it should be is not found. The 91 surveys primarily used in this study contain both qualitative and quantitative questions. The methodology is a thematic analysis of the central themes that occur in the answered surveys. Furthermore, this study uses a two-part definition of freedom of religion: positive freedom of religion (the right to be religious and be a part of religious manifestations) and negative freedom of religion (the right to be non-religious and to not be exposed to other people’s religious manifestations). Several central themes are found, including: the teachers' own experience, more knowledge about (at least) one religion, objectivity, negativity towards religion, the professional teacher and many more. Among the identified themes one of the most important ones according to the students is objectivity – the teachers’ own opinions shouldn’t be visible in the classroom, though there are exceptions. The study finds that a majority of the students means that the teacher’s religious positioning doesn’t matter, as long as the teacher is professional enough. However, a teacher who is a non-believer is generally preferred over a teacher who is a believer. Furthermore, the term “objectivity” is mostly associated with a non-believer. In accordance with previous research there seems to exist a secular discourse within religious education that the students don’t notice. Within this discourse the students value the negative freedom of religion higher than they do the positive freedom of religion.

Submitted by Nara Lays Domingues Viana Oliveira (naradv) on 2015-07-15T12:56:46Z No. of bitstreams: 1 patricia.pdf: 1411414 bytes, checksum: a1a1464013be0320c5dfd15da294f3c4 (MD5) / Made available in DSpace on 2015-07-15T12:56:46Z (GMT). No. of bitstreams: 1 patricia.pdf: 1411414 bytes, checksum: a1a1464013be0320c5dfd15da294f3c4 (MD5) Previous issue date: 2014-12-01 / Nenhuma / Esta pesquisa teve por objetivo analisar os indicadores considerados de qualidade para os envolvidos com a educação numa escola privada de Porto Alegre/RS, tendo como ênfase o processo de avaliação dos alunos do Ensino Fundamental II. Apresentam-se as percepções de pais, alunos, professores e gestores do Colégio X sobre os indicadores considerados de educação de qualidade. A metodologia usada como base foi o estudo de caso qualitativo e quantitativo, por meio de entrevistas direcionadas à Direção e ao Serviço de Orientação Pedagógica e de questionários aplicados a pais e a alunos. Para tanto, buscou-se esclarecer a qualidade e seu significado polissêmico em relação a perspectivas diferentes devido a fatores como tempo, espaço e idiossincrasias, em termos industriais e, posteriormente, na esfera educacional. Foram apresentados os requisitos para indicadores de educação de qualidade de autores diferentes e associados aos possíveis indicadores extraídos da pesquisa. Como conclusão, observou-se, principalmente, que os indicadores extraídos das entrevistas com gestores e professores se diferenciam, sendo semelhantes apenas em questões como a integração entre o cognitivo e o afetivo no que diz respeito ao ambiente educativo; o acesso à tecnologia como indispensável; e os aspectos físicos, relacionados ao ambiente e aos recursos de trabalho disponíveis. Em outros aspectos, requisitos de indicadores de educação de qualidade diferentes foram citados: a formação e a remuneração dos professores, a interdisciplinaridade e os projetos de saída de campo; enquanto gestores citam o controle das menções nas disciplinas e o aspecto religioso como formador do aluno. Na análise quantitativa, houve maior concordância quanto às satisfações e concordâncias dos itens propostos; apresentando divergências em relação à concordância na questão da formação contínua de gestores e professores, em que pais atribuíram valor representante de maior concordância total em relação aos alunos; à integração de conteúdos científicos e questões éticas e morais na avaliação, em que alunos demonstraram um grau de concordância total maior que os pais e, sobretudo, em relação ao quesito sobre qualidade da educação, em que alunos demonstraram maior concordância total em relação ao apresentado pelos pais. / The aim of the research was to analyze quality indicators to education professionals of a private school in Porto Alegre, Rio Grande do Sul. It intends to place emphasis on the secondary student evaluation process. Parents, students, teachers and managers from Colégio X showed their perceptions of those forces in the evaluation process. Questionnaires to parents and students, and interviews with teachers and managers were in the methodology applied for gathering information for further qualitative and quantitative analysis. The qualitative study clarified the polissemic meaning of quality in evaluation process, observing variables like time, space and indiosyncrasy in industrial and, later, educational procedures. Indicators of qualified education from various authors and associated with the ones excerpted from the research were used in the questionnaires and interviews. As a conclusion mainly most indicators of quality were similar to cognitive and affective connection in learning environment, to technology, and to resources in learning environment. Other indicators of quality were mentioned. Teachers cited their continued development and earnings, interdisciplinary and fieldworks; while, managers mentioned the student grade control and their religious formation as an indicator of quality. The quantitative study indicated more agreements and fulfillments according to the initial forces proposed in the research, although some divergences also emerged on. To parents and students, the integration of science, ethics and moral in the evaluation process were listed; to managers, the continued development of teachers and managers were most cited.

This thesis deals with the current situation of denominational religious education in Austria and the question of its future. The situation will be described including the historical development of the relationship between religion and politics and the legal framework of religious education in Austria. Afterwards models and systems of religious education in other European countries will be discussed. A major part of the thesis deals with challenges and recent developments of denominational religious education in Austria. This current situation will be discussed then against the historical background of the relationship between politics and religion in Austria. Afterwards the Austrian situation will be compared to other models in Europe to find out about similarities and differences. The final conclusion outlines what denominational religious education in Austria can learn from other systems in Europe and what are some ways it can be adapted to a more religiously diverse and secular Austria in the future.

There is little research about how clerics manage and lead small to midsized non-denominational nonprofit organizations. The rate of clergy failures in non-denominational organizations has left many questions about what is needed to create organizational success. The purpose of this qualitative phenomenological study was to explore the lived experiences and perceptions of clergy manager-leaders' management training in non-denominational organizations. Fourteen full-time clerics from Bloomingdale, Georgia, Rincon, Georgia, and Savannah, Georgia participated in face-to-face semi-structured interviews. The data analysis process involved the use of Edward and Welch's extension of Colaizzi's data analysis procedures, which resulted in the emergence of 4 themes. The themes included: (1) management education and training, (2) experiencing the call of God, and (3) servant leadership. There was common experiences and perceptions among clerics that there was a need for management training to improve workforce productivity, soft skills, and improve the performance of the organization to match the changes in their communities. The findings provide indications from clerics responses that organizational success is dependent upon clergy manager-leaders' effectiveness in their role as full-time clerics as perceived by the expectations of their members, followers, and community stakeholders. This study is significant in that its findings could promote awareness for the need of management training in non-denominational organizations. The potential implications for social change is an innovative work environment, organizational success, community and social responsibility.

This study deals with religious independent schools and its impact on society. The purpose of this essay has been to examine what various teachers from both religious independent schools and public schools have for perception of religious independent schools. The questions highlighted in the study is the teachers´ general view to religious independent schools, teachers´ perception of the Education Act " a denominational education, but a non- denominational teaching", and what teachers believe to be segregated or inclusive. The study has consisted of five qualitative interviews with different teachers, where three of them work at religious independent schools, while the other two teachers work in public schools. The study shows that there are prominent differences of approach to religious independent schools. Teachers who work at religious independent schools avert criticism of religious independent schools and argue that teaching in religious independent schools do not differ appreciably from the public schools. Instead can religious independent schools serve as a good alternative to the public school. While teachers from public schools sharply criticizes the religious independent schools and argue that these are not for everyone, but only for a specific group which can result segregation of society.

We live in a society where preconceived notions about religious schools and indoctrination are many but the rules regarding a non-denominational education are strict. It is of great importance to get a better understanding of religious schools and their effect on the pupils that attend them. The aim of this study is to analyze whether or not the compulsory religious education on a private religious school in the south of Sweden is non-denominational. In order to get a greater understanding of the impact on the pupils’ religious identity, Henri Tajfel’s theory of social identity is used. A total of eight observations, three interviews and collected materials such as previous tests regarding Islam, Christianity and Judaism have been gathered and discussed with the help of Tajfel’s theory and other previous research. The results show that some denominational elements could be found in the compulsory education and that the school at hand had an impact on their pupils’ Muslim identities. With these results, my ambition is that teachers that read this study will be more reflective and critical of their own teaching. It is possible that some teachers do not notice that their own religion or beliefs are shining through their teaching and could potentially effect the pupils. However, if teachers start to reflect upon their teaching and the impacts it could have on a pupil these denominational elements could be prevented.