The purpose of this study was to make an evaluation of Instructional Television in the College of Religious Instruction at the Brigham Young University.The overall findings of the study indicate that there was much discontent manifest, from both students and faculty, with the present TV enrichment program. This discontent seemed to be strongest in the areas of the types of presentations made on TV, the quality of the productions, and that the TV presentations were required and not optional. The discontent was manifested by the fact that one third of the students did not attend half the TV enrichment presentations during the semester.

Text in Afrikaans / Die ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese van die Christelik-nasionale lewensbeskouing en onderwysleer. In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met 1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge, onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van onderrig. Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is ook gemaak. / In this study, the genesis and course of Christian National Education, as historic cultivated educational ideal of the Afrikander, are examined and assessed in order to be able to predict its future in times to come. First of all, the relation between view of life and education is indicated, with special reference to the genesis and nature of the Christian National view of life and doctrine of education. In the historical survey the course and position of Christian National Education from 1652 to 1997 are indicated. Attention is focused on the following educational aspects: aim of education, governance of education, content of education (with special reference to religious instruction) and medium of instruction. Finally, findings and a conclusion regarding Christian National Education in South Africa are expressed. Some recommendations for its continued existence are also provided / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Die ontstaan en verloop van Christelik-nasionale onderwys as die histories-geworde onderwysideaal van die Afrikaner word in hierdie studie ondersoek en evalueer ten einde die moontlike toekomstige voortbestaan daarvan in Suid-Afrika te kan aantoon. Die verband tussen lewensbeskouing en onderwys is allereers aangetoon, met besondere verwysing na die ontstaan en wese van die Christelik-nasionale lewensbeskouing en onderwysleer. In die terugskou is die verloop en posisie van Christelik-nasionale onderwys vanaf 1652 tot en met 1997 van nader beskou. Aandag is aan die volgende onderwysfasette gegee: onderwysdoelstellinge, onderwysbeheer, onderwysinhoud (met spesiale verwysing na godsdiensonderrig) en medium van onderrig. Ten slotte is bevindinge en 'n gevolgtrekking rakende Christelik-nasionale onderwys in Suid-Afrika verwoord. Enkele aanbevelings vir die voortbestaan van Christelik-nasionale onderwys is ook gemaak. / In this study, the genesis and course of Christian National Education, as historic cultivated educational ideal of the Afrikander, are examined and assessed in order to be able to predict its future in times to come. First of all, the relation between view of life and education is indicated, with special reference to the genesis and nature of the Christian National view of life and doctrine of education. In the historical survey the course and position of Christian National Education from 1652 to 1997 are indicated. Attention is focused on the following educational aspects: aim of education, governance of education, content of education (with special reference to religious instruction) and medium of instruction. Finally, findings and a conclusion regarding Christian National Education in South Africa are expressed. Some recommendations for its continued existence are also provided / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Esta pesquisa visa discutir a pertinência do Ensino Religioso na escola pública e laica do Brasil. Num primeiro momento desenvolve-se uma análise histórico-crítica da trajetória e evolução do Ensino Religioso nas escolas públicas do país, destacando, sobretudo, a relação Igreja e Estado, a Legislação Nacional e as linhas pedagógicas subjacentes ao processo. No segundo capítulo trabalha-se com João Décio Passos e Afonso Soares, que nos indicam três modelos de Ensino Religioso presentes no Brasil, o Catequético, Teológico e das Ciências da Religião, onde se analisa a proposta de adotar o modelo das Ciências da Religião como a melhor opção para sustentar a autonomia epistemológica e pedagógica do Ensino Religioso na escola pública do país hoje. Por fim, defende-se a necessidade de um modelo mais integral para o estudo do fenômeno religioso através da abordagem transdisciplinar de Edgar Morin e Basarab Nicolescu, tendo em vista a formação dos estudantes numa perspectiva de integralidade e cidadania, conforme expresso no artigo 33 da LDB n 9.394/96, com a nova redação do Artigo 33. / This research aims to discuss the relevance of religious education in public schools and secular Brazil. At first develops an analysis of the historical-critical trajectory and evolution of religious education in public schools in the country, highlighting especially the relationship Church and State, National Legislation and lines underlying the pedagogical process. In the second chapter we work with João Décio Passos e Afonso Soares, we suggest three models of Religious Education present in Brazil, the Catechism, the Theological and Religious Studies, which examines the proposal to adopt the model of the Sciences of Religion as the best option to sustain pedagogical and epistemological autonomy of religious education in public schools in the country today. Finally, it is argued the need for a more comprehensive model for the study of religious phenomena through the transdisciplinary approach of Edgar Morin and Basarab Nicolescu, aimed at training the students a perspective of wholeness and citizenship, as expressed in Article 33 of LDB No. 9.394/96, with the new wording of Article 33.

Nas últimas décadas, tem sido grande o trânsito religioso do catolicismo para as Igrejas evangélicas de matiz mais pentecostal que enfatiza a ação do Espírito Santo sobre os fiéis, curando-lhes as feridas do corpo e da alma. Entre as Igrejas pentecostais a que mais vem crescendo é a Assembleia de Deus, fundada pelos suecos Daniel Berg e Gunnar Vingren no século passado. A vinda dessa Igreja ao Brasil passa primeiramente por Belém-PA, espalhando-se logo depois pelo Brasil, sendo a cidade de Abreu e Lima (PE) a mais protestante do Brasil. A presente pesquisa tem como objetivo analisar a questão do ensino religioso na cidade de Abreu e Lima em uma perspectiva ecumênica, analisando sobre tudo o desenvolvimento do movimento pentecostal na cidade. Tal movimento é puxado pela denominação pentecostal Assembleia de Deus que existe na cidade deste antes de sua fundação como cidade. A partir daí iremos compreender como tal denominação influencia na formação dos cidadãos com o ensino religioso no município. A metodologia utilizada foi a bibliográfica e documental. Como resultados, hoje 41% dos habitantes de Abreu e Lima são assembleianos, tendo elegido o pastor como atual prefeito da cidade. / In recent decades, there has been great religious transit from Catholicism to evangelical Pentecostal Churches that emphasizes the action of the Holy Spirit upon the faithful, healing their wounds of body and soul. Among Pentecostal churches is growing the fastest is the Assembly of God, founded by Swedes Daniel Berg and Gunnar Vingren last century. The coming of this church to Brazil was firstly Belém (PA), spreading soon after through across Brazil, being Abreu e Lima the most Protestant city in Brazil. This research aims to analyze the issue of religious education in the city of Abreu e Lima in an ecumenical perspective, analyzing everything about the development of the Pentecostal movement in the city. This movement is driven by the Assembly of God Pentecostal denomination that exists in this city before its foundation as city. From there we will understand how such a name influences in the formation of citizens with religious education in the city. The methodology used was the literature and documents. As results , today 41 % of the inhabitants of Abreu e Lima belong to Assembly Church, having elected the pastor as the current mayor of the city.

Made available in DSpace on 2017-06-01T18:12:34Z (GMT). No. of bitstreams: 1 dissertacao_josineide.pdf: 1902681 bytes, checksum: 8b5a0cf2633f112596b53ceacc1c7e9b (MD5) Previous issue date: 2012-08-03 / La base de referencia de esta tesis es la Comissão de Ensino Religioso del estado de Rio Grande do Norte (CER-RN) en sus 39 años de existencia. En el curso del trabajo, se ha buscado comprender como la institución investigada hace surgir las resonancias del sagrado ente las líneas de los ejes temáticos previstos en los Parâmetros Curriculares Nacionais do Ensino Religioso (PCNER). La investigación utilizó como referencial metodológico consultas a fuentes documentales de la Secretaria Estadual de Educação, estudio de los subsidios producidos por el Fórum Nacional Permanente do Ensino Religioso (FONAPER) y entrevistas con miembros de la comisión. El sagrado aparece como una dimensión humana capaz de inspirar el florecer de actitudes como templanza, prudencia, tolerancia, resistencia y perseverancia, sabidurías necesarias a la formación del sujeto responsable. / A base de referência desta dissertação é a Comissão de Ensino Religioso do estado do Rio Grande do Norte (CER-RN) nos seus 39 anos de existência. Nesse percurso, buscou-se compreender como a instituição estudada faz surgir as ressonâncias do sagrado nas entrelinhas dos eixos temáticos previstos nos Parâmetros Curriculares Nacionais do Ensino Religioso (PCNER). A pesquisa valeu-se de consultas a fontes documentais da Secretaria Estadual de Educação, do estudo dos subsídios produzidos pelo Fórum Nacional Permanente do Ensino Religioso (FONAPER) e de entrevistas com membros da comissão. O sagrado aparece como uma dimensão humana capaz de inspirar o desabrochar de atitudes como temperança, prudência, tolerância, resistência e perseverança, sabedorias necessárias à formação do sujeito responsável.

Made available in DSpace on 2017-06-01T18:12:48Z (GMT). No. of bitstreams: 1 bruno_junior_paz_barreto.pdf: 383549 bytes, checksum: 914d57c2dba962afd13017aaa2ceb572 (MD5) Previous issue date: 2014-03-25 / In recent decades, there has been great religious transit from Catholicism to evangelical Pentecostal Churches that emphasizes the action of the Holy Spirit upon the faithful, healing their wounds of body and soul. Among Pentecostal churches is growing the fastest is the Assembly of God, founded by Swedes Daniel Berg and Gunnar Vingren last century. The coming of this church to Brazil was firstly Belém (PA), spreading soon after through across Brazil, being Abreu e Lima the most Protestant city in Brazil. This research aims to analyze the issue of religious education in the city of Abreu e Lima in an ecumenical perspective, analyzing everything about the development of the Pentecostal movement in the city. This movement is driven by the Assembly of God Pentecostal denomination that exists in this city before its foundation as city. From there we will understand how such a name influences in the formation of citizens with religious education in the city. The methodology used was the literature and documents. As results , today 41 % of the inhabitants of Abreu e Lima belong to Assembly Church, having elected the pastor as the current mayor of the city. / Nas últimas décadas, tem sido grande o trânsito religioso do catolicismo para as Igrejas evangélicas de matiz mais pentecostal que enfatiza a ação do Espírito Santo sobre os fiéis, curando-lhes as feridas do corpo e da alma. Entre as Igrejas pentecostais a que mais vem crescendo é a Assembleia de Deus, fundada pelos suecos Daniel Berg e Gunnar Vingren no século passado. A vinda dessa Igreja ao Brasil passa primeiramente por Belém-PA, espalhando-se logo depois pelo Brasil, sendo a cidade de Abreu e Lima (PE) a mais protestante do Brasil. A presente pesquisa tem como objetivo analisar a questão do ensino religioso na cidade de Abreu e Lima em uma perspectiva ecumênica, analisando sobre tudo o desenvolvimento do movimento pentecostal na cidade. Tal movimento é puxado pela denominação pentecostal Assembleia de Deus que existe na cidade deste antes de sua fundação como cidade. A partir daí iremos compreender como tal denominação influencia na formação dos cidadãos com o ensino religioso no município. A metodologia utilizada foi a bibliográfica e documental. Como resultados, hoje 41% dos habitantes de Abreu e Lima são assembleianos, tendo elegido o pastor como atual prefeito da cidade.

The grounds for asserting that parents of all cultures can be held responsible and accountable for the care and education of their children derive from sources such as the primordial nature of humanity, the precepts of state statutes and international protocols that refer to educational issues and the tenets of scripts that apply to adherents of a particular philosophy of life - for example the Bible as the guide for parents who subscribe to a Christian philosophy of life. The issue of parental say in formal education as provided for in current education legislation is perhaps not an entirely unique development. In this thesis the development of the concept of parental responsibilities and rights in relation to formal schooling in South Africa during the Colonial period was investigated. An attempt was made to determine what Colonial parents - who were predominantly Protestant Calvinist and who consequently subscribed to a Christian philosophy of life - did to ensure that their children's formal education met with their approval and fulfilled their expectations. A further aspect examined related to the identification of the specific issues in education that these parents believed they should be afforded the right to regulate in order to ensure that their children's formal education - as an extension to their primary education - conformed with the fundamental principles of their philosophy of life. The research affirmed the significance a philosophy of life holds for the perception of what it is that constitutes authentic education. It can consequently be concluded that parental involvement in formal schooling should not be seen as intrusion in a realm beyond the jurisdiction of the parent, but as cases of judgement, discernment and selection dictated by the parent's philosophy of life. / Educational Studies / D. Ed. (History of Education)

The grounds for asserting that parents of all cultures can be held responsible and accountable for the care and education of their children derive from sources such as the primordial nature of humanity, the precepts of state statutes and international protocols that refer to educational issues and the tenets of scripts that apply to adherents of a particular philosophy of life - for example the Bible as the guide for parents who subscribe to a Christian philosophy of life. The issue of parental say in formal education as provided for in current education legislation is perhaps not an entirely unique development. In this thesis the development of the concept of parental responsibilities and rights in relation to formal schooling in South Africa during the Colonial period was investigated. An attempt was made to determine what Colonial parents - who were predominantly Protestant Calvinist and who consequently subscribed to a Christian philosophy of life - did to ensure that their children's formal education met with their approval and fulfilled their expectations. A further aspect examined related to the identification of the specific issues in education that these parents believed they should be afforded the right to regulate in order to ensure that their children's formal education - as an extension to their primary education - conformed with the fundamental principles of their philosophy of life. The research affirmed the significance a philosophy of life holds for the perception of what it is that constitutes authentic education. It can consequently be concluded that parental involvement in formal schooling should not be seen as intrusion in a realm beyond the jurisdiction of the parent, but as cases of judgement, discernment and selection dictated by the parent's philosophy of life. / Educational Studies / D. Ed. (History of Education)

Made available in DSpace on 2017-06-01T18:12:47Z (GMT). No. of bitstreams: 1 cicero_lopes_silva.pdf: 484736 bytes, checksum: bfec2d133d49a0efdc5c5990ffe85b2a (MD5) Previous issue date: 2013-10-02 / This research aims to discuss the relevance of religious education in public schools and secular Brazil. At first develops an analysis of the historical-critical trajectory and evolution of religious education in public schools in the country, highlighting especially the relationship Church and State, National Legislation and lines underlying the pedagogical process. In the second chapter we work with João Décio Passos e Afonso Soares, we suggest three models of Religious Education present in Brazil, the Catechism, the Theological and Religious Studies, which examines the proposal to adopt the model of the Sciences of Religion as the best option to sustain pedagogical and epistemological autonomy of religious education in public schools in the country today. Finally, it is argued the need for a more comprehensive model for the study of religious phenomena through the transdisciplinary approach of Edgar Morin and Basarab Nicolescu, aimed at training the students a perspective of wholeness and citizenship, as expressed in Article 33 of LDB No. 9.394/96, with the new wording of Article 33. / Esta pesquisa visa discutir a pertinência do Ensino Religioso na escola pública e laica do Brasil. Num primeiro momento desenvolve-se uma análise histórico-crítica da trajetória e evolução do Ensino Religioso nas escolas públicas do país, destacando, sobretudo, a relação Igreja e Estado, a Legislação Nacional e as linhas pedagógicas subjacentes ao processo. No segundo capítulo trabalha-se com João Décio Passos e Afonso Soares, que nos indicam três modelos de Ensino Religioso presentes no Brasil, o Catequético, Teológico e das Ciências da Religião, onde se analisa a proposta de adotar o modelo das Ciências da Religião como a melhor opção para sustentar a autonomia epistemológica e pedagógica do Ensino Religioso na escola pública do país hoje. Por fim, defende-se a necessidade de um modelo mais integral para o estudo do fenômeno religioso através da abordagem transdisciplinar de Edgar Morin e Basarab Nicolescu, tendo em vista a formação dos estudantes numa perspectiva de integralidade e cidadania, conforme expresso no artigo 33 da LDB nº 9.394/96, com a nova redação do Artigo 33.