http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/19 Teses, Dissertações e outros produções acadêmicas da Programa de Pós-Graduação (PPG) 2026-09-25T14:15:43Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1268 Missa dos quilombos um olhar sobre o ontem e o hoje de racismo e outras discriminações, nos 200 anos de independência da Bahia, no Brasil The research highlights the importance of integrative projects in schools and the contribution to the social formation of students in terms of respect and harmonious coexistence with differences, deconstructing structural racism and religious intolerance that discriminate and inferiorize human beings with each other. It highlights the discussion of an unequal and unfair world and how to be part of and try to change this reality contributing to the relevance of religiosity in the school environment, focusing on young people in situations of social vulnerability, a pedagogical transforming element that offers a holistic approach to deal with the challenges faced by these students. Education serves as a means capable of contributing to awareness and transformation, preparing ethical citizens committed to a more just and sustainable society. The Teacher is the link between the student and knowledge for transformation. Allied to structural racism, we have Religious Intolerance that appears oppressive and discriminatory against blacks. I understand that by strengthening the identity, values, worldview of youth, spirituality and respect empowers them to face life's obstacles with resilience, courage and recognition of personal values. In addition, the research highlights that it is important to recognize and face the challenges, seeking comprehensive strategies to overcome them. Art serves as a contributor to discoveries and exhibitions of feelings and experiences in order to rethink new paths and behaviors. The research also highlights the diversity of religious beliefs and practices at school and emphasizes the importance of spiritual sharing to promote interreligious dialogue and create a more welcoming and tolerant school environment. It also highlights solidarity and responsibility for teamwork and volunteering. Finally, it proposes an innovative approach to incorporate spirituality and citizenship, analyzing history and its revision, in the context of belonging and equality, independent of religion and in the search for recognition and transformation of oneself and the reality in which it lives. 94 p. 2024-12-20T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1267 Decolonialidade do ensino religioso: análises e propostas curriculares para as escolas indígenas do Município de Caucaia/CE This research addresses decoloniality in Religious Education, focusing on the analysis and proposal of curricular approaches for indigenous schools in Caucaia. The central problem lies in understanding the tensions between the curriculum prescribed in official documents and the educational practices experienced by the Tapeba and Anacé communities, from a decolonial perspective. This study is grounded in the recognition that Religious Education has historically been shaped by colonial, catechetical, and homogenizing practices, thereby posing the challenge of overcoming such legacies through intercultural and decolonial approaches. The general objective is to analyze the official curriculum of this component, identifying its limitations, potential, and possibilities for proposals committed to decoloniality. The investigation understands the curriculum and legislation of Indigenous School Education as fields traversed by symbolic, epistemological, and political disputes. A qualitative approach is adopted, with bibliographic and documentary research, including laws, opinions, resolutions, and normative documents, as well as Political-Pedagogical Projects, Internal Regulations, and materials produced by indigenous communities, recognized as legitimate records of knowledge, memories, and spiritualities. This study analyzes the extent to which documents affirm a differentiated Religious Education curriculum, highlighting the participation of Indigenous leaders, teachers, and communities, as well as the recognition of spiritualities as constitutive dimensions of educational processes. The results indicate formal consonance with guidelines and highlight Indigenous identities, cultures, languages, and territorialities, advocating for educational practices rooted in the territory, the community, and ancestral narratives. However, limitations arising from the institutionalization of Indigenous schools are evident, as the differentiated curriculum does not always fully guide practices. Thus, a tension is identified between the prescribed and lived curriculum, in the face of specific educational logics that transcend disciplinary organization and are not always officially recognized. 189 p. 2026-03-09T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1266 A inclusão de crianças autistas no ensino regular e a formação docente The research addresses the inclusion of autistic children in regular education and teacher training, a topic that emerged from the challenges faced when dealing with Autism Spectrum Disorder (ASD) in the classroom. These challenges were exacerbated by the lack of historical information about autism and the efforts of scholars to understand its etiology as a spectrum disorder. The main objective of the study was to analyze how autistic students are being included in regular schools and how teacher training contributes to meeting their educational needs. Furthermore, the study sought to conceptualize diversity and autism, examine inclusion practices in regular schools, identify students with disabilities—paying special attention to autistic individuals—and understand the benefits of continuing education for teachers in the learning process of these students. The study also aimed to contribute to building a more inclusive school environment, especially in light of the growing diversity in contemporary times, through qualified teacher training. The methodology employed was a bibliographic review, grounded in authors such as Cunha (2011), Ferreira (2015), Klemz (2023), Orrú (2007), Padilha (2013), Rapoli (2010), and Rodrigues (2010), among others. The research provided an analysis of diagnoses, possible causes, treatments, and the evolution of therapeutic approaches related to ASD. It also discussed aspects of diversity within social, family, cultural, and economic contexts, which are often overlooked in the learning process. The study addressed concepts and legislation that protect the rights of autistic students, highlighting their characteristics, specific educational demands, and the challenges faced in achieving inclusion in regular education. Through the bibliographic review, it was possible to explore the evolution and history of inclusion, investigate teacher training, and analyze official documents and recent research related to the topic, aiming to contribute to the development of more inclusive practices in the educational field. 78 p. 2025-01-06T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1265 Os reflexos das exigências ao pastorado nas Assembleias de Deus no Brasil a partir da análise exegética de 1 TM 3.1-7 This study investigates the requirements for the ordination of candidates for the pastoral ministry in the Assemblies of God in Brazil, based on the passage in 1 Timothy 3:1-7. Using the historical-critical method, a detailed exegetical analysis of the Greek text will be developed, seeking to understand its meaning as well as its implications for society. Next, the official documents available from the conventions affiliated with the CGADB will be analyzed with the aim of analyzing the influence that the passage under study exerts, observing the inclusions and omissions, differences and approaches. Thus, this study contextualizes the passage in contemporary times, offering suggestions for the application of its main concepts in the selection of future candidates for the pastoral ministry in the Assemblies of God churches of Brazil. 120 p. 2024-07-04T00:00:00Z