http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/19 Teses, Dissertações e outros produções acadêmicas da Programa de Pós-Graduação (PPG) Mon, 28 Sep 2026 22:46:51 GMT 2026-09-28T22:46:51Z http://dspace.est.edu.br:8080/jspui/retrieve/61/ http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/19 http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1269 Title: A doutrina do milênio conforme os pais da igreja dos séculos I e II Abstract: This research, based on documentary and bibliographic analysis, aims to examine the perspective of the early Church Fathers regarding the millennium described in Revelation chapter 20. John described a thousand-year period during which Satan is bound and only the saved are resurrected to reign with Christ. The issue centers on a claim—widely circulated on the internet and in Portuguese-language books—that the early Christian hope was that this kingdom would be established after Christ's Second Coming. Based on this premise, it is argued that the premillennial view is the correct one, as it was the only doctrine transmitted by apostolic tradition to the Church Fathers; consequently, any other perspective lacks support in early Christianity and should be rejected. However, some works challenge this assumption, highlighting the coexistence of divergent opinions. Yet, neither those who argue for unanimity nor those who question it provide a detailed presentation of the patristic records underpinning their claims. Given this context, it is necessary to examine texts that can shed light on early Christian eschatological hope. The results indicate a lack of uniformity among Christians in the early centuries, revealing that the early church harbored multiple interpretations regarding the end times. Authors such as Justin and Irenaeus demonstrated clear adherence to millenarianism. Conversely, Clement of Rome, Ignatius, Polycarp, and the Epistle of Barnabas offer no support for chiliasm. The study concludes that Christian eschatology in the first and second centuries was characterized by plurality, rendering the thesis of millenarian unanimity untenable. Description: 140 p. Mon, 30 Mar 2026 00:00:00 GMT http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1269 2026-03-30T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1268 Title: 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 Abstract: 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. Description: 94 p. Fri, 20 Dec 2024 00:00:00 GMT http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1268 2024-12-20T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1267 Title: Decolonialidade do ensino religioso: análises e propostas curriculares para as escolas indígenas do Município de Caucaia/CE Abstract: 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. Description: 189 p. Mon, 09 Mar 2026 00:00:00 GMT http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1267 2026-03-09T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1266 Title: A inclusão de crianças autistas no ensino regular e a formação docente Abstract: 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. Description: 78 p. Mon, 06 Jan 2025 00:00:00 GMT http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1266 2025-01-06T00:00:00Z