O ensino religioso no ensino superior da educação adventista: presença e impasses

• Main Author: Carvalho, Francisco Luiz Gomes de
• Publication Date: 2012
• Format: Master thesis
• Language: por
• Source: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Download full: https://tede2.pucsp.br/handle/handle/1870
• topic: Educação adventista; Ensino superior; Ensino religioso; Adventist education; Higher education; Religious education; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA::OUTRAS SOCIOLOGIAS ESPECIFICAS

This dissertation is buoyed by a bibliographic search-documentary about the presence of Religious Education in Higher Education of Adventist education. Therefore, it was important to outline the genesis of the Seventh-day Adventist Church in its relationship with the Millerite Movement indicating the relevance of the work of Ellen G. White church in the development and institutionalization. Compounding the specter of Adventist denomination, we stopped in the origin and development of the Adventist educational system, showing that even when transplanted to Brazil maintained relations intertwined with education Protestant installed here, as well as the socio-historical invigorating season. As sketched in outline pedagogy Adventist provide the foundations on which rest the educational concepts of this confession, as well as guidelines that regulate and normalize relations pedagogical undertaken within the Adventist educational institutions. Only after we walk this path elements needed to safely approach the object of our study, the subjects offered in Higher Education confessional this confessional education system. Our theoretical framework has contributed to the sedimentary multidisciplinary perspective that shapes our research. The results show that education in this school system is mapped out for evangelistic purposes, so the ER as is taught at the university level is effective as an instrument of catechesis / doctrination, which in turn shows a markedly denominational previous guidance in curriculum construction. So, the pedagogical relations undertaken in the ER teaching this grade level are asymmetric and earn more defined contours in the homogenization of differences and developments in the hierarchy of knowledge