Made available in DSpace on 2015-04-17T15:02:10Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4809068 bytes, checksum: 79ce64561c64b4b30098a640bd52bddb (MD5) Previous issue date: 2012-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work describes the history of Religious Education in the state of Paraíba from 1984 to 2004 through bibliographic and documentary research in which a qualitative approach was applied. It sought to answer the following questions: why Religious Education at school? Why the necessity of training on the part of the professionals involved with this curriculum component? What are the Brazilian states which offer courses on the subject? Why the society engaged in such contexts require explanation to their doubts from the discipline professionals? In order to answer these questions the following objectives were specified: to analyse the history of Religious teaching in the state of Paraíba; and as specific objectives we endeavored i) to define religion, religion lesson, and Religious teaching, ii) to contextualise the history of education in Brazil, iii) to analyse the Religious teaching in the state of Paraíba, iv) to analyse the resolutions so as to verify the changes and implications of the Religious teaching at Paraíba. The data collected and analysed elucidated that Religious Education is under resolution n° 119/2004 which declares how it should be employed, as wells as the existence of a primer that supports the teacher and helps those people who are interested in Religion Education to perceive what it is and how it works in Paraíba. The research made it possible to evidence that RE is neither a religion, nor a religion class, but a class of Religious Education; and that the current teaching of the subject has been undergoing significant changes. / Este trabalho descreve a história do Ensino Religioso no Estado da Paraíba no período compreendido entre 1984 e 2004, por meio da pesquisa bibliográfica e documental, com uma abordagem qualitativa com a finalidade de responder as seguintes questões de investigação: Por que Ensino Religioso nas escolas? Por que a necessidade de capacitação por parte dos profissionais envolvidos com este componente curricular? Quais estados brasileiros que ofertam cursos? Por que a sociedade envolvida neste contexto solicita por parte dos profissionais explicações para suas dúvidas? Para responder as referidas questões foram delimitados os seguintes objetivos:analisar a história do ensino religioso no Estado da Paraíba.E como específicos: conceituar religião, aula de religião e ensino religioso; contextualizar a história da educação no Brasil; analisar o ensino religioso no Estado da Paraíba e analisar as resoluções verificando as mudanças e implicações do ensino religioso na Paraíba. Os dados coletados e analisados desvelaram que o Ensino Religioso tem uma resolução em vigor, a de nº 119/2004 que determina como o ensino deve funcionar, além de uma cartilha que dá suporte ao professor e que ajuda as pessoas interessadas no Ensino Religioso a perceber o que é e como funciona o ER no Estado. A pesquisa possibilitou evidenciar que o ER não é religião, nem aula de religião, mas aula de Ensino Religioso e que este ensino que se encontra em vigor vem passando por mudanças significativas.

Uppsatsen undersöker negativa och positiva faktorer som låg- och mellanstadielärare upplever i religionskunskapsundervisningen i mångkulturella klassrum i Sverige. Syftet är att bidra till en diskussion kring elever med olika bakgrunder och utifrån lärares perspektiv få en uppfattning om eleverna  känner sig representerade, sedda eller delaktiga i religionskunskapsundervisningen. Huvudsyftet är att exemplifiera och diskutera olika händelser eller situationer som anses vara negativa eller positiva i religionsundervisning utifrån forskning bland annat Holmqvist Lidh (2016) och analysera hur dessa kan påverka elevernas motivation. Metod och teori Uppsats bygger på en webbaserad enkät, med 19 frågor varav tre bakgrundsfrågor och 16 öppna frågor som 35 SO-lärare har svarat på. Länk till webbenkäten på publiceras i olika Facebook-grupper där lärare är medlemmar. Analysen genomförs med hjälp av motivationsteori specifikt inre och yttre motivation. Resultat : Resultat visar att negativa faktorer som kan uppstå är bland annat konflikter, rädslan för att kränka någon, elever som inte får delta i undervisningen och elever som ifrågasätter ämnets betydelse. Men i det stora hela upplevs det inte dessa svårigheter som vanligt i låg-eller mellanstadiet. De positiva faktorerna är att eleverna i mångkulturella klasser är en tillgång till undervisningen, lär sig av varandra vid diskussioner och att större acceptans mellan eleverna sker. Undersökningen visar även att de flesta lärare använder varierande strategier som används för att motivera eleverna är att genomföra en variation i undervisningensmetod exempelvis, diskussioner, film, studiebesök. / The study examines the negative and positive factors that teachers in lower and upper primary experience in the teaching of religion in multicultural classrooms in Sweden. The purpose of study is to contribute to a discussion about pupils from different backgrounds and, from the teachers' perspective, get an idea of ​​whether the pupils feel seen and involved and feel represented. A more specific purpose is to exemplify and discuss various events or situations that are considered to be negative or positive in teaching religion based on research by Holmqvist Lidh (2016) among others, and to analyze how these situations can affect pupils' motivation. Method and theory The study is based on a web-based questionnaire consisting of 19 questions, of which three are background questions and 16 open questions. The questionaire was answered by 35 teachers in social study subjects in lower and upper primary schools. A link to the web survey was published in various Facebook groups where teachers are members. The analysis has been carried out with the help of motivation theory, specifically intrinsic and extrinsic motivation theory. Result: The study shows that negative factors that can arise include conflicts, the fear of offending someone, pupils who do not get to participate in the teaching and pupils who question the importance of the subject. But on the whole, these negatives factors are not experienced as usual in the lower and upper primary. The positive factors are that the pupils in multicultural classes are an asset to the teaching, that the pupils learn from each other during discussions and that greater acceptance between the pupils occurs. The study also shows that the teachers use a variety of teaching methods to motivate their pupils, including discussions, film and study visits.

What started out as a neat little argument for teaching about religion (AR) in public schools has become a wide-ranging essay asking why so many big ideas for education keep falling flat. The new argument, unifying the added themes, is that modern education is caught in self-defeating patterns of rationalizing and over-articulating its own meaningfulness and legitimacy. Thus, self-deception distorts the fulfillment of intergenerational responsibilities. The original topic has become a first example that leads into and illuminates the problem. As an educational idea, AR claims to address secularization for our times. If upon further thought the idea seems hollow, it becomes necessary to look again at the real world of secularization. AR reflects the contemporary obsession with diversity and the compulsion to turn education into a parade of possibilities. What is taught is merely a rationalized stance. Indeed, given that the legitimacy of an education system depends on locating authority within a recognizable source of meaning, and given that modernity foregrounds incommensurable diversity, there is an apparent obviousness to grounding the educational enterprise in bare proceduralism and then topping it up by tenuously claiming association with various deeper sources. But George Grant’s characterization of the religious education of an earlier generation still holds: “a few thin platitudes.” In religious contexts, a distinction is sometimes made between religious instruction and formation within thick tradition and community. Even in a secular age, the young deserve some kind of thick formation. Yet that seems unimaginable, because contemporary common sense is caught in what Hubert Dreyfus calls theoretical holism. Secularization presents education not with an array but with a dilemma: To go on trying to manage meanings for the young, or to allow them to find meaning in strong practices? Facing this dilemma will entail facing the disenchantment generated in our deepest Western educative impulses. Rediscovering true sources of educational authority for our times will entail going back to the origins of modern schooling in the breakup of the apprenticeship model and rethinking an institutional solution that so fundamentally denies the way in which human beings become oriented to meaning through strong practices. / October 2016

Religion as Part of School Education in Various European Countries The thesis in its first part describes the state of religious situation in Europe, it deals with the history of gradual secularisation of Europe, and it goes through the current state of the society as it regards the religion in social terms. The first part of the thesis is concluded by a summary of the theoretical knowledge on religious situation in Europe as far as the teaching of religion is concerned. The second part of the thesis concentrates on teaching religion in individual European states. It is based on an empirical study conducted in sixteen European states by H.G. Ziebertz called: "How Teachers in Europe Teach Religion". The thesis presents the results of the study and concludes them into general conclusions. It analyses the current state of teaching religion in the Czech Republic in more details with respect to general social climate there.

Dr. Josef Hronek as the Cathechetist and the Pedagogue The thesis presents the biography and the work of Josef Hronek (1890-1954) in the field of catechetics and pedagogy. The work is divided into four chapters. The first chapter is devoted to the biography of Josef Hronek, introducing primarily his academic career. The second chapter presents an overview of Hronek`s written works, his monographies and other books and articles in professional journals. Publications are divided into five groups, they are chronologically arranged, and each provides basic data about the publication and its purpose. The third chapter introduces the context in which Josef Hronek worked. The fourth chapter contains thematic analysis of the works dealing with catechetics and pedagogy, particular attention is devoted to the presentation of biblical teaching and liturgical education in his work. It also involves the evaluation of professional work of Josef Hronek, according to the period in which particular pieces arised, and comparison with his predecessors and contemporaries. These evaluations are summarized, in order to express the contribution of Josef Hronek to Czech catechetics and pedagogy.

This thesis considers two questions, "How children aged 12 to 15 years rethinking of biblical texts? And how can using the Philosophy for Children stimulate thinking about faith of children aged 12 to 15 years?" To answer these questions, I chose the qualitative research, which consisted in various discussions in selected focus groups. This dialogue was guided by the principles of philosophy for children. The theoretical part of my thesis deals with the definition of important concepts, such as religious education, catechesis from the perspective of various documents of the Church and other educational programs, and specifying the key differences between these two concepts, define the structure and principles of philosophy for children, but also the historical development of this program. The practical part deals with the qualitative research in focus groups. This research includes discussion of selected focus groups, where individual statements are encoded and then included in the table of frequencies. According to these tables discussions is evaluated in terms of statements frequencies. Subsequently the content of discussions is also evaluated. The codes are divided into categories from which discussions are evaluated in the final summary with answers to the key questions.