Sweden has an integrative approach to religious education and the classroom is a platform for religious plurality. At the same time, school is one of the sources for youth to get their information about religions. The aim of this thesis was to describe how teachers of religious education in Sweden perceive their own teaching in relation to a religiously diverse context. The research questions were as follows: How do upper secondary school teachers of religious education describe their teaching, as taken place in a religiously diverse classroom, as well as a religiously diverse society? and How can we understand the image of religious diversity which is being conveyed by the teachers', in relation to James A. Beckford's clarification of the concept religious pluralism. By using an inductive qualitative content analysis, four semi-structured interviews with upper secondary school teachers of religious education were analysed. Through the results three themes emerged, which were: motivations, selection strategies and teaching strategies. To understand how these were related to religious diversity in society as well as in the classroom the results were analysed from a didactics perspective. To understand the image of religious pluralism that was constructed in the teacher’s descriptions James A. Beckford’s concept of religious pluralism was applied To conclude, the results answer to the questions of didactics. The religious diversity within the classroom emphasizes the question of how the teaching is conducted, while the religious diversity in society emphasizes the question of what is being taught. The question of “why” relates to both the diversity in the classroom as well as society. The description mirrors different forms of religious diversity. The teachers’ aim is to generate recognition and acceptance towards religious diversity which is in line with the curriculum. The teachers’ description of the content constructs an image of the level of religious diversity which relates to what is current in society. The religious diversity in the classroom is also described to have a certain positive value for the teachers as it allows different teaching strategies to be used.

Churches around the world offer Adult Sunday classes as a forum for adult religious education. This time-honored approach to church-based adult education has encountered difficulties in recent times. For many churches, Adult Sunday School is standing at a crossroads. Where does it go from here? This study attempted to determine those factors that influence adults' decisions about whether or not to attend Adult Sunday School and what changes could be made to increase participation in the program. The context for this study on Adult Sunday School is Langley Evangelical Free Church located in Langley, British Columbia, Canada. This mid-sized church of approximately 600 people provided data upon which any conclusions were made. Surveys on Adult Sunday School were distributed to 365 adults and 195 surveys were returned. Respondents were given the opportunity to volunteer to participate in a discussion group to discuss the implications of the survey results. The results was that thirty-one people participated in six discussion groups. The discussion groups were instrumental in making sense of the data and recommending changes to increase participation in Adult Sunday School. The study asked participants to rate nine factors as to their influence in determining whether or not they would attend Adult Sunday School. The factors were ranked by respondents in the following order: spiritual growth, relevance, practicality, teaching style, sharing experiences, social contact, learning, intergenerational and external expectations. Other variables that were analyzed included age, marital status, family makeup, educational level and involvement in small group Bible studies. There were some significant differences in how members of some of the subgroups rated the factors. The study also looked at barriers to participation which were categorized as situational barriers, organizational barriers and personal barriers. The discussion groups concluded that three factors should be addressed to increase participation in Adult Sunday School at Langley Evangelical Free Church: content relevance, Sunday morning format and a more systematic structure. The results of this study provide valuable information for designing a blueprint for change at Langley Evangelical Free Church which may also be suggestive for other churches as they evaluate Adult Sunday School. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.

Made available in DSpace on 2017-06-01T18:12:23Z (GMT). No. of bitstreams: 1 dissertacao_daniela_moura.pdf: 537621 bytes, checksum: e6fc7965802f9d1393a084bdacbc4986 (MD5) Previous issue date: 2009-05-18 / This search tries to demonstrate the pedagogical dimension of religion in the practice of Jesus moviment. It was studied the link between pedagogy and religion, which involvers the development of the subject and the social construction. It was used as object the religions leader Jesus - public activity, method and teaching - , in order to understand his pedagogical practice in the first century in its historical context and to realize the implications of this practice in the discipleship and the pedagogical dimension of the Christian Religion in the current century. Therefore, the search also shows the pedagogical approaches in the ethical and realizing development of the subject, in which and pedagogy have influence in people s life and the Christian pedagogy answering to the secularized world. The methodology applied is from bibliographic form in an interdisciplinary perspective, in order to investigate the search in the area of Science of Religion, from the secular contribution of Bible studies. This, we hope to contribute with the discussion about how religion acts socially from pedagogical point of view. / Com esta pesquisa, busca-se demonstrar a dimensão pedagógica da religião. Para tanto, estudou-se a relação entre pedagogia e religião, o que implica a formação do sujeito e a construção social. Utilizou-se como objeto o líder religioso Jesus atividade pública, método e ensinamento , com o intuito de se compreender sua prática pedagógica no século I em seu contexto histórico e se perceberem as implicações dessa prática no discipulado e a dimensão pedagógica da religião cristã no século atual. Portanto, a pesquisa mostra, também, os enfoques pedagógicos na formação ética e libertadora da construção do sujeito, na qual religião e pedagogia exercem influência na vida das pessoas, e a pedagogia cristã respondendo ao mundo secularizado. A metodologia aplicada é de cunho bibliográfico em perspectiva interdisciplinar, a fim de fomentar a pesquisa na área das Ciências da Religião, a partir da contribuição secular dos estudos bíblicos. Espera-se, desse modo, contribuir com o debate sobre como a religião atua socialmente do ponto de vista pedagógico.

Made available in DSpace on 2017-06-01T18:12:33Z (GMT). No. of bitstreams: 1 dissertacao_maria_augusta.pdf: 1433157 bytes, checksum: 66069ed2b01826c8cba465a6f604df44 (MD5) Previous issue date: 2012-06-28 / This dissertation aims to highlight the importance of dialogue with the religious education literature in view of making this area of knowledge appropriate to exercise a dialogue with other knowledge areas in order to find creative ways of its implementation. Our study object was the poem Morte e Vida Severina by João Cabral de Melo Neto, Auto de Natal Pernambucano, a dramatic poem which treats of the human condition of the Sertão man, tells the story of a migrant who seeks the coast and in each still faced with the anonymous death and collective death to reach its final destination, the city of Recife, where is the birth of a child, symbol of hope. Its main character who is a migrant Severino be plural, because it represents all the disinherited Severina living life without decent living conditions where there are shortages of everything. The text allows for reflection on the whole backcountry trek, which passes through which makes complete record of the life situation of the people and landscape of the Nordeste, guided by Rio Capibaribe that as the backcountry also suffers from drought, for the period drought drought in some places making it difficult to walk through the wilderness. The purpose of the main character of the poem is a continuous search for better life than death. The methodology of this research was bibliographical and was proposing to seek, in the imagination of the literary text, the notions of identity as a need to belong to a group social solidarity as a vital year of experience in the ethical training of the individual and the transcendent dimension of religiosity as human, which pervades all religions, to allow reconnection with the sacred, from the perspective of pluralist Religious Science, in view of the urgency of working to make these elements in the teaching of Religious Education, to contribute to the integral formation of civic life. This dissertation submitted proposals for consideration to collaborate with the stimulation of this teaching, from the poetic text in order to facilitate understanding, not only this area of expertise, but through dialogue with other relevant areas, enabling a new alternative to reencante pedagogical knowledge area of Religious Education and education / Este trabalho tem como objetivo evidenciar a importância do diálogo do Ensino Religioso com a Literatura, na perspectiva de tornar esta área de conhecimento uma oportunidade do exercício do diálogo com outros saberes, a fim de descobrir formas criadoras de sua operacionalização. Nosso objeto de estudo foi o poema Morte e Vida Severina - Auto de Natal Pernambucano - de João Cabral de Melo Neto. Poema dramático que trata da condição humana do homem do Sertão, conta a historia de um retirante que vai para o litoral e em cada parada se depara com a morte anônima e coletiva até a chegar ao seu destino final: a cidade de Recife, onde acontece o nascimento de uma criança, símbolo de esperança. Tem como personagem principal o retirante Severino que é um ser plural, pois representa todos os deserdados que vivem a vida Severina, sem condições de vida digna. O texto possibilita a reflexão sobre a caminhada do sertanejo, que por onde passa faz o registro de toda a situação da vida do povo e da paisagem nordestina, tendo como guia o rio Capibaribe que, como o sertanejo também sofre com a seca, pois no período de estiagem, seca em alguns trechos, dificultando a caminhada pelo Sertão. O objetivo do personagem principal do poema é a busca incessante de vida mais digna do que a morte. A metodologia desta pesquisa foi de caráter bibliográfico e teve como proposição buscar no imaginário do texto literário noções de identidade como necessidade de pertencimento a um grupo social, solidariedade como exercício de vivência ética indispensável na formação do indivíduo e religiosidade como dimensão transcendente do humano para se religar ao sagrado, sob o olhar pluralista das Ciências da Religião, tendo em vista trabalhar essas noções no fazer pedagógico do Ensino Religioso, para contribuir com a formação integral da vida cidadã. Esta dissertação apresenta uma proposta de reflexão para colaborar com a dinamização do Ensino Religioso, a partir do texto poético, a fim de facilitar a compreensão, não só da área de conhecimento desse ensino, mas através de pertinente diálogo com outras áreas, possibilitar alternativas de um novo fazer pedagógico que reencante a educação

Made available in DSpace on 2017-06-01T18:12:36Z (GMT). No. of bitstreams: 1 jacilda_barreto_araujo.pdf: 585202 bytes, checksum: ac0d1f00fa1948514b6cb29d74070e7e (MD5) Previous issue date: 2013-03-14 / This paper aims to examine whether the Religious Studies is contributing to the formation of teenagers in their entirety grounded in the theoretical approach frankliana comprising the human bio psychosocial affective, axiological and spiritual aspects focusing on four areas namely: meaning of life, suffering, work, love and sex. We sought to discover the feelings that teens experience in postmodernity and what they do to overcome this situation called crisis of meaning. The "how to give meaning to life" was the key to the research based on Viktor Frankl and Paulo Freire. Were made parallel theories including the various dimensions of adolescence in the context of Religious Studies from the perspective of the construction discover the meaning of life. Methodological ideas have been suggested for use in Religious Studies lessons that can contribute in the spiritual development of the student from the perspective of forming future adults capable of recognizing themselves and others. / Este trabalho tem o objetivo de analisar se o Ensino Religioso está contribuindo na formação dos adolescentes na sua totalidade, embasados nos pressupostos teóricos da abordagem frankliana que compreende o ser humano nos aspectos bio-psicossocial afetivo, axiológico e espiritual, com ênfase em quatro áreas a saber: sentido da vida, sofrimento, trabalho, amor e sexo. Procurou-se descobrir os sentimentos que os adolescentes vivenciam na pós-modernidade e o que fazem para vencer essa situação denominada crise de sentido. O como dar sentido à vida foi a chave da pesquisa fundamentada em Viktor Frankl e Paulo Freire. Foram feitos paralelos de suas teorias incluindo as diversas dimensões da adolescência no contexto do Ensino Religioso na perspectiva de descobrir a construção do sentido da vida. Sugeriram-se ideias metodológicas a serem utilizadas nas aulas do Ensino Religioso que possam contribuir no desenvolvimento espiritual do aluno na perspectiva de formar futuros adultos capazes de reconhecer a si próprios e aos outros.

Made available in DSpace on 2017-06-01T18:12:55Z (GMT). No. of bitstreams: 1 maria_lea_amorim_torres.pdf: 1385499 bytes, checksum: cdc911e81fd3e85d3e901bc13f354c26 (MD5) Previous issue date: 2015-09-01 / The Religious Education discipline (ER), in Brazil, is still being structured both with regard to its program content and for its epistemology and methodology often quite improvised. This study is focused on the Religious Education Teacher Methodology (ER) and its Contribution to the Integral Formation of Basic II student. It s part of the research line: Brazilian religious field, Culture and Society of the Master Degree of religious studies and focusing on a reflection on the teaching and learning methodology adopted by the (RE) teacher in their teaching in elementary II of ten public schools network of the State of Roraima in Boa Vista Capital. As a methodology, there is a historical analysis of the RE process in Brazil and in the State of Roraima and also the types of methods used in educational practice and how these practices have enabled the development of meaningful learning in students, reflecting the formation of concepts and attitudes in their day to day. The analysis makes reference to the teacher's posture from the resources and teaching techniques in the classroom and their reflections on building a critical awareness of students. In this sense, we opted for the literature search, document analysis, participant observation and the application of mixed questionnaire in field research. The design of Religious Education and meaningful learning is backed mainly to the studies of Sérgio Junqueira, Anísia de P. Figueiredo, Paulo Freire, José Carlos Libâneo, Jean Piaget and J. Decius Passos. The concepts of pedagogical innovation, new technologies were the contributions of Antônio Spadaro, Carlos Fino, among others, which brought important contributions to theoretical foundation of this research. Parallel to the theoretical studies were carried out observations in the classroom and the quantitative and qualitative analysis of questionnaires answered by teachers, students, managers and coordinators. In summary, this research intended to analyze, uncover the methodological subtleties in the learning process of Religious Education teacher in the perspective of an innovative pedagogical practice that contributes to the integral formation of the student. The results are not the worst, because there is the use of new techniques and innovative teaching resources in the ER in Boa Vista (RR). / A disciplina Ensino Religioso (ER), no Brasil, está ainda em fase de estruturação tanto no que diz respeito ao seu conteúdo programático quanto à sua epistemologia e metodologia quase sempre bastante improvisada. O presente estudo tem como tema central a Metodologia do Professor de Ensino Religioso (ER) e sua Contribuição na Formação Integral do aluno do Fundamental II. Insere-se na linha de pesquisa: Campo religioso brasileiro, Cultura e Sociedade do Mestrado em Ciências da Religião da Universidade Católica de Pernambuco (UNICAP), visando a uma reflexão sobre a metodologia de ensino e aprendizagem adotada pelo professor de ER na sua prática pedagógica no Fundamental II de dez escolas públicas da rede Estadual de Roraima no município de Boa Vista Capital. Como metodologia, faz-se uma análise histórica do processo de ER no Brasil e no Estado de Roraima e também das tipologias de métodos aplicados na práxis educativa e de como essas práticas têm possibilitado o desenvolvimento de aprendizagem significativa nos alunos, refletindo na formação de conceitos e atitudes no seu dia a dia. A análise tem como referência a postura do professor a partir dos recursos e técnicas didáticos utilizadas na sala de aula e seus reflexos na construção de uma consciência crítica dos educandos. Nesse sentido, optou-se pela pesquisa bibliográfica, análise documental, observação participativa e a aplicação de questionário misto na pesquisa de campo. A concepção de Ensino Religioso e da aprendizagem significativa respaldou-se, principalmente, nos estudos de Sérgio Junqueira, Anísia de P. Figueiredo, Paulo Freire, José Carlos Libâneo, Jean Piaget e J. Décio Passos. Já os conceitos de inovação pedagógica, novas tecnologias tiveram as contribuições de Antônio Spadaro, Carlos Fino, dentre outros, os quais trouxeram aportes importantes para fundamentação teórica desta pesquisa. Paralelo aos estudos teóricos, foram realizadas as observações na sala de aula e a análise quantitativa e qualitativa dos dados dos questionários respondidos pelos professores, alunos, gestores e coordenadores. Em síntese, esta investigação/pesquisa pretendeu analisar, desvendar as sutilezas metodológicas no processo ensino aprendizagem do professor de Ensino Religioso na perspectiva de uma prática pedagógica inovadora que contribua para uma formação integral do aluno. Os resultados não são os piores, pois há o uso de técnicas novas e recursos didáticos inovadores no ER em Boa Vista (RR).

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-04-12T18:46:38Z No. of bitstreams: 1 adriana_guilherme_dias_silva_figueiredo.pdf: 1819750 bytes, checksum: 3bdd80cea57991827c2e8f79fc58065d (MD5) / Made available in DSpace on 2018-04-12T18:46:38Z (GMT). No. of bitstreams: 1 adriana_guilherme_dias_silva_figueiredo.pdf: 1819750 bytes, checksum: 3bdd80cea57991827c2e8f79fc58065d (MD5) Previous issue date: 2018-02-20 / This dissertation is linked to the Master's Degree in Religious Sciences of the Catholic University of Pernambuco, in the line of research: Brazilian religious field, culture and society. It aims to analyze Religious Education in the schools of the Municipal Network in Recife, in the light of the presuppositions of the postcolonial approach, seeking to understand its relation with the curricular decolonization and the displacements in the references of the Christian tradition, as well as the concretization of a secular teaching and in harmony with the religious diversity, both from the bibliographical survey about the theme, and from the concepts expressed by teachers located in three schools of the referred network. Considering the particularities surrounding the formation of the Brazilian state, whose fusion between religion and politics was the mark of the political-economic project of Portuguese territorial expansion, we initially sought to contextualize the aspects related to the constitution of secularism in Brazil and the establishment of Religious Education to then present the references of the postcolonial approach through bibliographic review. This is a field research with a qualitative and descriptive approach. Thus, the data collection was done through semi-structured interviews applied to the eleven interviewees having as complementary instrument the semiparticipant observation of the classes of Religious Education taught in the three schools that were the field of this research, with the purpose of analyzing what were the understandings and the concepts about secularity and religion and their relationship with the implementation of the principle of secularity and religious diversity, as well as to analyze the religious contents present in their practice in order to establish relations between them and the contents conveyed in the teaching proposal of the New policy of the educational network, regarding Religious Education and the treatment of the Christian tradition. The analysis of the collected data was carried out from the content analysis, where, after the identification of the general categories, we selected the final categories for the problematization of the discussed thematic axes. As a result, we hope to contribute to the expansion of the debates about lay religious teaching and attentive to the religious diversity present in the daily school life, through actions and practices capable of promoting the inclusion of the margins once subsumed and silenced by Eurocentrism, which includes tradition Christian, beyond the mere polarization between his hegemony or rejection, rather, constructing a dialogical perspective. / A presente dissertação está vinculada ao curso de Mestrado em Ciências da Religião da Universidade Católica de Pernambuco, na linha de pesquisa: Campo religioso brasileiro, cultura e sociedade. Ela tem como objetivo analisar o Ensino Religioso nas escolas da Rede Municipal em Recife, à luz dos pressupostos da abordagem pós-colonial, buscando compreender sua relação com a descolonização curricular e os deslocamentos nos referenciais da tradição cristã, bem como a concretização de um ensino laico e em consonância com a diversidade religiosa, tanto a partir do levantamento bibliográfico acerca da temática, como das conceituações expressas por docentes localizados em três escolas da referida rede de ensino. Tendo em vista as particularidades que cercam a formação do estado brasileiro, cuja fusão entre religião e política foi a marca do projeto político-econômico de expansão territorial portuguesa, buscamos inicialmente contextualizar os aspectos ligados à constituição da laicidade no Brasil e o estabelecimento do Ensino Religioso para, em seguida, apresentarmos os referenciais da abordagem pós-colonial por meio de revisão bibliográfica. Esta é uma pesquisa de campo, com abordagem qualitativa e descritiva. Assim, a coleta de dados foi realizada por meio de entrevistas semiestruturadas aplicadas aos onze entrevistados, tendo como instrumento complementar a observação semiparticipante das aulas de Ensino Religioso ministradas nas três escolas que foram o campo desta pesquisa, com o objetivo de analisarmos quais eram as compreensões e os conceitos acerca da laicidade e da religião e suas relações com a implementação do princípio da laicidade e da diversidade religiosa, assim como analisar os conteúdos religiosos presentes em sua prática para estabelecer relações entre estes e os conteúdos veiculados na proposta de ensino do caderno da nova política da rede de ensino, no que se refere ao Ensino Religioso e ao trato da tradição cristã. A análise dos dados coletados foi realizada a partir da análise de conteúdo, onde, após a identificação das categorias gerais, selecionamos as categorias finais para a problematização dos eixos temáticos discutidos. Como resultado, esperamos contribuir para a ampliação dos debates acerca do Ensino Religioso laico e atento à diversidade religiosa presente no cotidiano escolar, por meio de ações e práticas capazes de promover a inclusão das margens outrora subsumidas e silenciadas pelo eurocentrismo, o que inclui a tradição cristã, para além da mera polarização entre a sua hegemonia ou rejeição, antes, construindo uma perspectiva dialogal.

Lao folk opera is a unique blend of popular theatre and sung poetry performed among Lao-speaking people of rural Southeast Asia for a wide range of social and religious purposes. As a traditional medium for popular education, its primary function has been to preserve the cultural identity of the ethnic Lao by re-enacting ancient myths, local folk legends, and morality tales based on the penultimate lives of the Buddha. This dissertation explores the role of Lao folk opera as a medium for constructively addressing problems of cultural conflict and acculturative stress that have arisen among lowland Lao refugees and their children in urban America. The central focus of the inquiry is on the ways Lao folk opera currently functions as a learning medium in the resettlement context. The need for validation of such locally produced endogenous media has become increasingly apparent as long term resettlement issues continue to emerge as threats to linguistic and cultural identity. The review of literature encompasses the role of oral specialists in traditional societies, Buddhist epistemology in the Theravada tradition, and community education in rural Lao culture. These sources provide the background necessary to an understanding of the medium's capacity for encapsulating culture and teaching ethical values in ways that connect past to present, distant to near. The field research, which was accomplished in collaboration with a Lao folk opera troupe based in New England, adapted the action research model originally proposed by Kurt Lewin to the principles of Buddhist community education. The videotaped performance of a drama based on the refugee experience and subsequent audience reactions formed the main body of qualitative data. Group reflections revealed that the medium provides a viable context for performance artists to assume the role of critical culture makers with a potent educational agenda. Recommendations include the encouragement of local media producers to take advantage of community access facilities to counteract the homogenizing influences of the dominant media and the more active inclusion of elders in the transfer of language and culture across generational borders.

The main purpose of this research is to evaluate authentic movement as an effective approach to liberative religious education. Authentic movement is a field of modern dance that focuses on emotional movement and its ability to open access to the human unconsciousness, especially as understood in Carl Jung’s psychological perspective. Through authentic movement, a person is able to glimpse one’s inner self and one’s sense of the Divine, and also to release suppressed feelings, including those feelings evoked by the pressures of social expectations and stereotypes. Authentic movement thus engages persons in a process of religious education that can liberate them toward greater integration with their inner selves and religious experience.