http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/20 Mon, 10 Aug 2026 13:15:07 GMT 2026-08-10T13:15:07Z 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 http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1265 Title: Os reflexos das exigências ao pastorado nas Assembleias de Deus no Brasil a partir da análise exegética de 1 TM 3.1-7 Abstract: 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. Description: 120 p. Thu, 04 Jul 2024 00:00:00 GMT http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1265 2024-07-04T00:00:00Z http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1264 Title: A contribuição da teologia da cruz a partir do debate de Heidelberg para a prática do aconselhamento pastoral Abstract: This dissertation investigates, through bibliographical research, the contribution of the theology of the cross from the Heidelberg Debate to the practice of pastoral counseling. The question that seeks to be answered is to what extent the theology of the cross from the Heidelberg Debate contributes to the practice of pastoral counseling. This dissertation seeks to understand and deepen Luther's conception of the theology of the cross with a view to pastoral counseling. To this end, it will review the texts in which Luther addresses the topic, establishing a dialogue with his main commentators. It is, therefore, an exploratory research. The technical research procedure used was bibliographical research. Initially, pastoral counseling is examined, firstly treating the male and female pastor as Seelsorger and Seelsorgerin, and then the theme of the male and female pastor as counselor is worked on. In a second moment, the Heidelberg Debate is addressed as the locus classicus of Luther's theology of the cross, followed by the development and presentation of this theology of the cross. In a third moment, the research focuses on the main aspects of Luther's theology of the cross. Firstly, it deals with Deus absconditus and Deus revelatus, Deus absconditus and faith, and life under the cross. Finally, the contributions of the theology of the cross to pastoral counseling are presented. The theology of the cross is taken as a foundation and some notes are made with a view to pastoral counseling based on the three realities provided by the theology of the cross, namely, the reality of paradoxes, the reality of Anfechtung (suffering and temptation), and the reality of eschatological hope. The research indicates that the theology of the cross offers a hermeneutic for interpreting both the life and the experience of Anfechtung, providing a basis for pastoral counseling in the contemporary context. This hermeneutical approach has enabled the development of a cruciform pastoral counseling model that provides support for pastors and other care professionals. This model aims to help people in suffering, promoting comfort, hope, and a deeper and more meaningful understanding of their faith. Description: 159 p. Thu, 19 Dec 2024 00:00:00 GMT http://dspace.est.edu.br:8080/jspui/handle/BR-SlFE/1264 2024-12-19T00:00:00Z