http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/19 Teses, Dissertações e outros produções acadêmicas da Programa de Pós-Graduação (PPG) 2026-10-16T11:25:18Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1270 Os impactos do Estado Novo e da entrada do Brasil na Segunda Guerra Mundial sobre a vida cotidiana, a educação e a religiosidade dos súditos alemães e de seus descendentes nos Estados do RS e de SC This research analyzes the cultural, educational, and religious tensions experienced by German subjects and their descendants residing in the states of Rio Grande do Sul and Santa Catarina during the “Estado Novo” period (1937–1945), focusing primarily on the consequences of the nationalization campaign and the impact of the state of war on their social organization. The study specifically focuses on the period between 1942 and 1945, when Brazil’s severing of diplomatic relations with the Axis powers was accompanied by intensified measures to control and repress expressions of “Germanness”, directly affecting the daily lives, education, and religious practices of these groups. Through documentary and bibliographic research—employing comparative history as a methodological approach—the investigation is grounded in the analysis of documents from the “Archivo General de la Administración” (via Spanish Consulate records); the “Sínodo Riograndense” records preserved in the Historical Archive of the Evangelical Church of Lutheran Confession in Brazil (IECLB); the complete collection of the journal “Vida Policial” (consulted at the Civil Police Library in Porto Alegre, RS); and other contemporary sources. The aim is to understand the social, educational, and religious practices that emerged amidst this backdrop of increasing state intervention, highlighting restrictions on the use of the German language and the difficulties faced by community schools and religious institutions of the German-Evangelical tradition. The results demonstrate that nationalization policies and the wartime context generated specific forms of repression affecting the daily lives, education, and religious practices of these communities – particularly impacting community schools, pastors, and other religious leaders – while simultaneously prompting various strategies of adaptation in the face of state-imposed mandates. This research falls within the “Religion, Theology, and Society” concentration area and is linked to the “History and Theology” research line. 305 p. 2026-07-09T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1269 A doutrina do milênio conforme os pais da igreja dos séculos I e II 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. 140 p. 2026-03-30T00:00:00Z 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