Nossa pesquisa tem como objetivo analisar a construção de memória afro-brasileira na manifestação dos Tambores Mirins, que ocorre no Pátio do Terço, no Recife. Para desenvolver nossa investigação, utilizamos a entrevista semiestruturada com 14 (catorze) pessoas. Também partimos da observação participante do desfile e organização dos Tambores Mirins em 2011 e 2012 e de pesquisas bibliográficas. Nosso referencial teórico baseou-se principalmente nos estudos de Maurice Halbwachs que desenvolveu o conceito de memória coletiva fundamental para essa pesquisa. Esse teórico entende memória coletiva como um processo social de reconstrução do passado, vivenciado por um determinado grupo, necessitando de apoiar-se numa comunidade afetiva para ativar as lembranças, pois não lembramos sozinhos. Também foi importante o conceito de cultura de Geertz, o qual reflete a relação entre cultura e religião; e Roger Bastide, com a sociologia da religião para compreendermos como as religiões africanas reagiram às diversas transformações provocadas pela diáspora negra. A partir dos dados coletados, procedemos à análise para identificar como ocorre o processo de construção de memória afro-brasileira através das estratégias utilizadas pelas lideranças com as crianças e adolescentes. Identificamos, como parte do resultado dessa pesquisa, que as estratégias utilizadas pelas lideranças dos Tambores Mirins contribuem para a construção de memória afro-brasileira como forma de manter viva uma tradição cultural herdada dos antepassados, através da ludicidade do maracatu. / Our research aims to analyze the construction of Afro-Brazilian memory in manifestation of Tambores Mirins which is developed in Pátio do Terço, in Recife. To develop our investigation we used a semi-structured research with 14 (fourteen) childrens Maracatu leaders that participated of the event, of these, 01 (one) is from school, 04 (four) are from NGOs, 04 (four) are from Afro-Brazilian religion, and 05 (four) are from leaders who are responsible for the organization of the event. We also based our research in the participant observation of the parade, in the organization of Tambores Mirins in 2011 and 2012, and bibliographic researches. Our theoretical framework was based, mainly, on the concept of the collective memory of Maurice Halbwachs, who believes it is a social process of reconstruction of the past, experienced by a particular group, where memories have the need to be supported by an affective community, we cannot remember by ourselves. Also, the anthropological concept of Geertz was important as well, in which reflects the relationship between culture and religion, and Roger Bastide, with the sociology of religion, who help us to understand how African religions have reacted to the different transformations caused by the black diaspora. From the result of the research, we have made the analysis to identify how does the process of as the Afro-Brazilian memory occurs through strategies used by leaders with children and adolescents. We identified, with the result of our research, that the strategies used by the leaderships of Tambores Mirins contribute to the construction of Afro-Brazilians memory to keep alive a cultural tradition, inherited by the ancestors, through the lucidity of Maracatu.

In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.

The United States has had an interesting and full history of debate over the place of religion in the public schools and each state has had its own unique history on the same subject. Religion/Bible saturated the typical public school in western Virginia before 1863. After West Virginia became a state, the saturation of religion/Bible gradually lessened, producing concern among some citizens. In 1917, the State adopted a direct plan for outside Bible study to incorporate elective Bible study class. Since 1935, however, there is no record of any statewide promotion of religion/Bible in the schools. In 1939 Bluefield, Mercer County, West Virginia, submitted a request to and received approval from the State Board of Education to offer Bible classes in its schools. Adjustments have been made to the program due to judicial or committee decisions. Some of these adjustments have been prompted by national and local controversy over religion/Bible in the public schools. Nevertheless, the existing Bible program has been sustained as a result of its location, community support, and dynamic leaders. The purpose of this study is two-fold: 1) to identify and describe the impact various influences such as the co-founders, the community, and the first teachers, had on the Bluefield Bible Program which contributed to its continued existence to this day; and 2) to create an accurate record of the history and proceedings of the Bluefield Bible Program. / Ed. D.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2008. / The Constitution of the Republic of South Africa (CRSA) (1996) ushered in a new dispensation with regard to the human right to ‘religious freedom’. Inclusivity in a school context of religious diversity underpins the Religion and Education Policy (2003) which is in turn informed by, and supportive of, the CRSA (1996). To date, the Policy (2003) has not been substantially implemented. In classroom praxis there has been little or no substantial cascading to teachers (and therefore also to learners), of the intention and substance of the Policy (2003). A possible cause of this is that many teachers do not necessarily understand the meaning of the human right to ‘religious freedom’. As a result, they have resisted a multireligion approach to education. The aim of this study was to investigate how teachers construct their understanding of the human right to ‘religious freedom’ and how they voice this understanding in a context of religious diversity in schools. Integral to the investigation was an interrogation of the influence of their biographical context in shaping their personal religious identity. The study also considered the impact of the school context in which teachers taught. This study anticipated the theoretical clarification of how teachers construct their social identities, and in particular their religious identities. This theoretical framework informed what emerged from the empirical research that was conducted. The key concepts of ‘religious freedom’ and voice were described and clarified by the sources employed in the literature review. It was clear from the literature review that while useful research had been undertaken in aspects relating to the acceptance of, or resistance to, the Policy (2003), no research had grappled sufficiently, if at all, with teachers’ understanding of the human right to ‘religious freedom’ and how they constructed this understanding. In order to conduct this study, an empirical, qualitative research design, including elements of small-scale ethnography, using a case study approach, was employed. Research methods included the use of semi-structured individual and focus group interviews and self-administered questionnaires. The data were triangulated. From the research it emerged that teachers’ biographical context and school context do indeed influence the construction of their understanding of the human right to ‘religious freedom’. The way in which they give voice to this understanding varied. It became apparent that many teachers lacked understanding of religions other than (and in some cases, including) their own. The Policy (2003) was also poorly understood as was the implementation thereof. Recommendations relating to the problems and shortcomings identified by the research have been made. These include possible intervention strategies by the KwaZulu-Natal Department of Education and Culture; Human Rights Values Education as a teaching approach; and the empowering of teachers by affording them opportunities to engage in emancipatory discourse. Further research possibilities that can be influenced by this research include issues relating to teacher identity formation; further interrogation of the impact of the teacher’s voice; and the inclusion of parents and the school community in the implementation of policy relating to Religion and Education.

Dentre os vários campos de interesse das Ciências da Religião, o sagrado e seu impacto nas culturas dos diversos povos e épocas, tem sido objeto de estudo para muitos que enveredam nesse campo tão vasto. Através de pesquisa bibliográfica, o presente trabalho, à luz das Ciências da Religião, se presta a fazer uma análise hermenêutica comparativa sobre a relação entre o poema babilônico da criação, Enuma Elish, e o relato bíblico da criação em Gênesis 1,12,4a. Esse estudo, que tem como base a Teologia Comparada, busca fazer uma análise sobre a influência que uma cultura exerce quando interage com outra. Pretende sinalizar algumas semelhanças e diferenças entre esses dois textos de culturas e épocas diferentes. Procura ainda ajudar o leitor a perceber de que maneira o mito pode ser entendido e de que forma ele pode ser empregado no campo científico. Após a análise do levantamento de dados, percebemos que há alguns elementos em comum entre os dois poemas. Dentre eles destacamos: a criação do universo, do firmamento, dos astros e do homem. Percebemos, portanto, que de fato, quando um povo interage com outro de cultura diferente da sua, acaba havendo uma influência mútua de um povo em relação ao outro. / Among the various fields of interest of the Religion Sciences, the sacred and its impact over the cultures of different peoples and ages, has been studied by many who go through that vast field. Through bibliographic studies, this project, under the lights of the Religion Sciences, intends to make an hermeneutics comparative analysis about the relationship between the Babylonian poem of Creation, Enuma Elish, and the biblical account of creation in Genesis 1. This study, which is based on Comparative Theology, seeks to analyze the influence that a culture has when interacting with others. It aims to identify some similarities and differences between these two texts from different cultures and times. It also seeks to help the reader to understand how the myth can be understood and how it can be employed in the scientific field. After analyzing the survey data, we realize that there are some elements in common between the two poems. Among them we highlight: the creation of the universe, the firmament, the stars and man. We see, therefore, that in fact, when people interact with another culture than theirs, it comes to happen a mutual influence of one people over the other.

Esta pesquisa teve como objetivo incrementar saídas diante da crise de sentido na atual pós-modernidade, assim como a formação de uma identidade ecumênica nos alunos adolescentes por meio do Ensino Religioso cristão, tendo como exemplo a ética do Rabino e profeta Jesus de Nazaré, conduzindo o adolescente hodierno inserido nesta realidade desafiadora do mundo atual, para abertura com o diferente e uma vida com propósito. Sendo um trabalho de cunho eminentemente bibliográfico, que visou a sistematizar as ideias e a prática do E. R. ecumênico na aprendizagem dos adolescentes. Estimou-se por este trabalho, contribuir na busca do diálogo, respeito e tolerância inter-religiosa para a convivência harmônica entre as pessoas e a edificação de uma sã cidadania no adolescente hodierno.

Made available in DSpace on 2017-06-01T18:12:36Z (GMT). No. of bitstreams: 1 eliene_martins_ferreira.pdf: 2390552 bytes, checksum: 9b7f20f514bc930a7218c92fbd56a7dc (MD5) Previous issue date: 2013-04-26 / Our research aims to analyze the construction of Afro-Brazilian memory in manifestation of Tambores Mirins which is developed in Pátio do Terço, in Recife. To develop our investigation we used a semi-structured research with 14 (fourteen) children s Maracatu leaders that participated of the event, of these, 01 (one) is from school, 04 (four) are from NGOs, 04 (four) are from Afro-Brazilian religion, and 05 (four) are from leaders who are responsible for the organization of the event. We also based our research in the participant observation of the parade, in the organization of Tambores Mirins in 2011 and 2012, and bibliographic researches. Our theoretical framework was based, mainly, on the concept of the collective memory of Maurice Halbwachs, who believes it is a social process of reconstruction of the past, experienced by a particular group, where memories have the need to be supported by an affective community, we cannot remember by ourselves. Also, the anthropological concept of Geertz was important as well, in which reflects the relationship between culture and religion, and Roger Bastide, with the sociology of religion, who help us to understand how African religions have reacted to the different transformations caused by the black diaspora. From the result of the research, we have made the analysis to identify how does the process of as the Afro-Brazilian memory occurs through strategies used by leaders with children and adolescents. We identified, with the result of our research, that the strategies used by the leaderships of Tambores Mirins contribute to the construction of Afro-Brazilian s memory to keep alive a cultural tradition, inherited by the ancestors, through the lucidity of Maracatu. / Nossa pesquisa tem como objetivo analisar a construção de memória afro-brasileira na manifestação dos Tambores Mirins, que ocorre no Pátio do Terço, no Recife. Para desenvolver nossa investigação, utilizamos a entrevista semiestruturada com 14 (catorze) pessoas. Também partimos da observação participante do desfile e organização dos Tambores Mirins em 2011 e 2012 e de pesquisas bibliográficas. Nosso referencial teórico baseou-se principalmente nos estudos de Maurice Halbwachs que desenvolveu o conceito de memória coletiva fundamental para essa pesquisa. Esse teórico entende memória coletiva como um processo social de reconstrução do passado, vivenciado por um determinado grupo, necessitando de apoiar-se numa comunidade afetiva para ativar as lembranças, pois não lembramos sozinhos. Também foi importante o conceito de cultura de Geertz, o qual reflete a relação entre cultura e religião; e Roger Bastide, com a sociologia da religião para compreendermos como as religiões africanas reagiram às diversas transformações provocadas pela diáspora negra. A partir dos dados coletados, procedemos à análise para identificar como ocorre o processo de construção de memória afro-brasileira através das estratégias utilizadas pelas lideranças com as crianças e adolescentes. Identificamos, como parte do resultado dessa pesquisa, que as estratégias utilizadas pelas lideranças dos Tambores Mirins contribuem para a construção de memória afro-brasileira como forma de manter viva uma tradição cultural herdada dos antepassados, através da ludicidade do maracatu.

Made available in DSpace on 2017-06-01T18:12:41Z (GMT). No. of bitstreams: 1 abraao_victor_lopes_silva.pdf: 987933 bytes, checksum: 72270b24d9b8a7c7e8a00fb75cda9dec (MD5) Previous issue date: 2013-09-11 / This research aimed to increase output before the crisis of meaning in the current postmodernity, as well as the formation of an ecumenical identity in adolescent students through Christian Religious Education, taking as an example the ethics of Rabbi and Prophet Jesus of Nazareth, leading today's adolescents entered this challenging reality of today's world, to open with different and a purposeful of your life. Being a work eminently bibliographic aimed to systematize the ideas and practice of the ecumenical Christian Religious Education in the learning of adolescents. It was estimated by this work, contribute to the pursuit of dialogue, respect and tolerance for inter-religious harmonious coexistence between people and the building of healthy citizenship in today's teen. / Esta pesquisa teve como objetivo incrementar saídas diante da crise de sentido na atual pós-modernidade, assim como a formação de uma identidade ecumênica nos alunos adolescentes por meio do Ensino Religioso cristão, tendo como exemplo a ética do Rabino e profeta Jesus de Nazaré, conduzindo o adolescente hodierno inserido nesta realidade desafiadora do mundo atual, para abertura com o diferente e uma vida com propósito. Sendo um trabalho de cunho eminentemente bibliográfico, que visou a sistematizar as ideias e a prática do E. R. ecumênico na aprendizagem dos adolescentes. Estimou-se por este trabalho, contribuir na busca do diálogo, respeito e tolerância inter-religiosa para a convivência harmônica entre as pessoas e a edificação de uma sã cidadania no adolescente hodierno.

Den svenska skolans fostransuppdrag, det vill säga att överföra värden som samhället anser vara viktiga till eleverna, är enligt de nu gällande styrdokumenten en viktig del av undervisningen. I läroböcker i religionskunskap skrivna för gymnasiet har dock detta uppdrag hamnat i skymundan. I denna uppsats undersöks tre läroböcker i religionskunskap skrivna för gymnasieelever för att identifiera eventuella brister inom värdegrundsarbetet i läroböcker. Enligt iakttagelserna i denna undersökning är det största problemet att värdepedagogiken ständigt kommer i andra hand och att fokus ständig vilar på förmedlandet av kunskap. En konsekvens av detta är att värdepedagogiken tycks ha inkluderats i läroböckerna som en eftertanke. Det verkar som om merparten av stoffet i läroböckerna primärt har valts utifrån dess potentiella bidrag till kunskapsuppdraget, även om det ibland innebär att det undergrävt fostransuppdraget. Slutsatsen i denna uppsats är att värdepedagogiken måste vara en aktiv och medveten del i skapandet av textbaserade läromedel för att läroböcker på allvar ska bidra till fostransuppdragets förverkligande. / Civic education is an important part of the education of teens in Sweden. When reading high school textbooks of religious studies it is noticible that the use of civic education is lacking. This thesis examined three high school textbooks of religious studies in order to identify the shortcomings of civic education in textbooks. The major issue regarding civic education, according to the findings of this thesis, is the fact that traditional education, i.e. the transfer of knowledge, is the main purpose of these textbooks. As a result civic education is often included in textbooks as somewhat of an afterthought. The majority of the material included in textbooks seem to be primarily selected on the basis of what it contributes towards thegoals of traditional education, even if that material sometimes undermines the goals of civic education. The conclusion of this thesis is that civic education must become something that authors reflect upon as a conscious part of writing textbooks if the civic educational goals of the swedish educational system are to be achieved.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2017-10-09T17:44:47Z No. of bitstreams: 1 dissertacao_antonio_ivemar.pdf: 1096527 bytes, checksum: 04caca28bec8ca4eec2bb92ac535426f (MD5) / Made available in DSpace on 2017-10-09T17:44:47Z (GMT). No. of bitstreams: 1 dissertacao_antonio_ivemar.pdf: 1096527 bytes, checksum: 04caca28bec8ca4eec2bb92ac535426f (MD5) Previous issue date: 2010-07-26 / Among the various fields of interest of the Religion Sciences, the sacred and its impact over the cultures of different peoples and ages, has been studied by many who go through that vast field. Through bibliographic studies, this project, under the lights of the Religion Sciences, intends to make an hermeneutics comparative analysis about the relationship between the Babylonian poem of Creation, Enuma Elish, and the biblical account of creation in Genesis 1. This study, which is based on Comparative Theology, seeks to analyze the influence that a culture has when interacting with others. It aims to identify some similarities and differences between these two texts from different cultures and times. It also seeks to help the reader to understand how the myth can be understood and how it can be employed in the scientific field. After analyzing the survey data, we realize that there are some elements in common between the two poems. Among them we highlight: the creation of the universe, the firmament, the stars and man. We see, therefore, that in fact, when people interact with another culture than theirs, it comes to happen a mutual influence of one people over the other. / Dentre os vários campos de interesse das Ciências da Religião, o sagrado e seu impacto nas culturas dos diversos povos e épocas, tem sido objeto de estudo para muitos que enveredam nesse campo tão vasto. Através de pesquisa bibliográfica, o presente trabalho, à luz das Ciências da Religião, se presta a fazer uma análise hermenêutica comparativa sobre a relação entre o poema babilônico da criação, Enuma Elish, e o relato bíblico da criação em Gênesis 1,1—2,4a. Esse estudo, que tem como base a Teologia Comparada, busca fazer uma análise sobre a influência que uma cultura exerce quando interage com outra. Pretende sinalizar algumas semelhanças e diferenças entre esses dois textos de culturas e épocas diferentes. Procura ainda ajudar o leitor a perceber de que maneira o mito pode ser entendido e de que forma ele pode ser empregado no campo científico. Após a análise do levantamento de dados, percebemos que há alguns elementos em comum entre os dois poemas. Dentre eles destacamos: a criação do universo, do firmamento, dos astros e do homem. Percebemos, portanto, que de fato, quando um povo interage com outro de cultura diferente da sua, acaba havendo uma influência mútua de um povo em relação ao outro.