http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/20 2026-10-25T20:57:34Z 2026-10-25T20:57:34Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1282 2026-10-24T01:15:21Z 2025-06-09T00:00:00Z

A formação docente para inclusão de discentes com dificuldade de aprendizagem The process of school inclusion is essential to guarantee people with learning difficulties the educational spaces they deserve, fostering socialization and psychosocial development. To this end, teacher training emerges as an essential element, with a view to providing the tools for implementing inclusive educational practices. Also based on the theological perspective of inalienable human dignity, which supports the universal right to education and full development, this research aims to investigate how teacher training can contribute to the inclusion of people with Specific Learning Disorders in regular public schools, with a focus on inclusive pedagogical actions. The specific objectives are: to analyze the conceptual and legislative aspects related to school inclusion, focusing on its applicability in the context of public schools; to define and classify Specific Learning Disorders, according to specialized literature and educational policies; to explore educational methodologies and technologies that favor the inclusion of people with Specific Learning Disorders and learning difficulties in basic education; to examine how initial and ongoing teacher training can impact the school inclusion of children and adolescents with Specific Learning Disorder; to analyze the presence of elements on school inclusion in two Political-Pedagogical Projects; and to develop an e-book as a resource to support the ongoing training of teachers, aiming at the inclusion of students with Specific Learning Disorder. To achieve these objectives, a bibliographic and documentary research was developed, with a qualitative and interpretative approach, of books, theses, dissertations, scientific articles, legal devices, Course Pedagogical Projects and Political-Pedagogical Project. An e-book was also developed, as an educational product, with the purpose of assisting in teacher training, for school inclusion. The developed e-book is configured as a study instrument on school inclusion, in addition to being a practical guide, with suggestions of strategies and activities, that value each student, in their individuality, personalizing and modeling teaching in order to reach everyone and favor more meaningful learning. 185 p.

2025-06-09T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1281 2026-10-24T01:15:16Z 2025-06-13T00:00:00Z

Práticas pedagógicas para o ensino religioso no ensino fundamental I This study investigates the impact of pedagogical practices in Religious Education in the early grades of elementary school. The research seeks to understand how these practices influence the development of ethical values, the understanding of religious diversity, and the promotion of mutual respect among students. The relevance of this topic stems from the need for a pedagogical approach that respects the secular nature of the State and promotes interreligious dialogue, contributing to the development of conscious and tolerant citizens. The methodology adopted is bibliographic research. The results indicate that the adoption of inclusive and respectful practices in Religious Education not only contributes to the development of ethical values but also promotes greater acceptance and appreciation of religious differences among students. Furthermore, the research highlights the importance of teacher training in the context of Religious Education, highlighting the need for training so that educators can address religious diversity appropriately and sensitively. The research also suggests that the data obtained can support the development of pedagogical strategies that promote inclusive religious education aligned with democratic and ethical values. It concludes that Religious Education, when approached appropriately, can be an essential tool for building a more just and welcoming society, fostering mutual understanding and respect for diverse beliefs. Therefore, the research proposes a critical look at current pedagogical practices and suggests ways to improve religious education in schools, aiming for a more pluralistic education that is aware of the religious and cultural diversity present in the school environment. 104 p.

2025-06-13T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1280 2026-10-24T01:15:18Z 2025-06-27T00:00:00Z

A religiosidade no desempenho escolar na pré-adolescência The study "Religiosity in School Performance in Pre-Adolescence" explores the impact of religiosity on the academic development of young people between the ages of 10 and 14, a phase marked by significant personal and social transformations. The objective of this research is to analyze the influence of religiosity on the academic performance of pre-adolescents, considering factors that may mediate this relationship and the possible positive or negative impacts in the educational context. The choice of this topic is justified by the importance of understanding how religious experience can act as a protective factor, fostering positive behaviors, such as school commitment, or as a risk factor, if it promotes conflict between religious values and school demands. The problem investigated involves the question: "How does religiosity influence the academic performance of pre-adolescents?" It seeks to reveal how different forms of religiosity are experienced and how they impact students. The dissertation's methodology is qualitative, supported by a literature review on religious development, social and academic influences, and the interactions between religiosity and academic performance. Contextual variables such as the family environment and the school context are addressed. The results indicate that religiosity can, in some cases, encourage discipline and responsibility, promoting better academic results, while in others, it can generate tension and lack of concentration, especially if rigid values conflict with the academic curriculum. The conclusion is that the relationship between religiosity and academic performance is complex and mediated by individual and contextual factors. As a final product, the study proposes a Booklet of Proposals for Psychoeducational Support for students, teachers, and parents, with guidelines for integrating religious experience in a balanced manner into the academic career. 80 p.

2025-06-27T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1279 2026-10-23T01:15:16Z 2025-06-30T00:00:00Z

“Antes que Abraão existisse, eu sou": uma análise exegético-teológica da identidade divina de Jesus a partir de João 8:48-59 This research proposes an exegetical-theological analysis of John 8:48-59, focusing on the statement "Before Abraham was, I am," understood as the apex of Johannine Christology. The study adopts a historical-grammatical method in six stages: textual criticism, literal translation, and literary, editorial, formal, and content analysis. The first chapter provides a detailed exegesis of the pericope, highlighting the argumentative interactions between Jesus and the Jews and highlighting the centrality of the "I am" declaration as a revelation of Christ's divine identity. The second chapter expands the reflection to Johannine Christology as a whole, analyzing titles and themes such as Logos, Son of God, and Son of Man, in connection with the "I am" statements. The third chapter discusses the theological implications of this self-declaration for understanding the relationship between the Father and the Son within the Trinity, as well as for Christian eschatology, emphasizing its relevance to biblical theology and Christological doctrine. Finally, the concluding remarks summarize the findings and point to perspectives for future research, suggesting applications for theological teaching, ecclesial life, and contemporary Christian spirituality. The study aims to offer a significant contribution to Johannine exegesis and to a deeper understanding of Christ's divine identity in academic and ecclesiastical settings. 92 p.

2025-06-30T00:00:00Z