Richard Shaull, um educador presbiteriano
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/25071 |
Resumo: | The research that gave origin to the present work is constituted from a document produced by Richard Shaull, missionary of the Presbyterian Church of the United States working in Brazil, when he occupied the vice-presidency of the Mackenzie Institute, in 1960-1961. Marcel Mendes, in his book Tempos de Transição (Transition Times) (2016), mentions the document, stating that it had not yet been the object of a critical analysis. The present work is proposed to carry out such an analysis. From this document, and taking into account the whole cultural biography of Shaull, it is sought to evaluate its pedagogical contribution, not as explored as theological aspect in the works on the said author. Recognizing the connection, also described as "porosity" in Shaull, between theology, missiology, eschatology, pedagogy and sociology, in a true interdisciplinarity, the work seeks to map Shaull's insights to education from his theological-missionary journey. In constructing such mapping, one starts with the educator's formation process, continuing with his academic and missionary experiences, considering the role played by his teachers and his students in his role as a social educator. Qualifying him as a social educator in his work, he seeks to bring his work closer to the theoretical framework represented by the work of Paulo Freire (1921-1997), a Brazilian educator with whom Shaull identifies himself. It is followed by the analysis of two documents: a) Shaull's prologue to the English version of Paulo Freire's A pedagogia do oprimido (The Pedagogy of the Oppressed); and (b) the Shaull’s report on the period in which he held the vice-chair of the Mackenzie Institute. The work is concluded, seeking to return to Shaull's insights identified throughout the text and to point out, from them, the paths that open them to an organic Christian activity in education. |
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2019-06-25T15:55:35Z2020-05-28T18:11:38Z2020-05-28T18:11:38Z2019-02-05GARCIA JUNIOR, Colez. Richard Shaull, um educador presbiteriano. 2019. 150 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo, 2019.http://dspace.mackenzie.br/handle/10899/25071The research that gave origin to the present work is constituted from a document produced by Richard Shaull, missionary of the Presbyterian Church of the United States working in Brazil, when he occupied the vice-presidency of the Mackenzie Institute, in 1960-1961. Marcel Mendes, in his book Tempos de Transição (Transition Times) (2016), mentions the document, stating that it had not yet been the object of a critical analysis. The present work is proposed to carry out such an analysis. From this document, and taking into account the whole cultural biography of Shaull, it is sought to evaluate its pedagogical contribution, not as explored as theological aspect in the works on the said author. Recognizing the connection, also described as "porosity" in Shaull, between theology, missiology, eschatology, pedagogy and sociology, in a true interdisciplinarity, the work seeks to map Shaull's insights to education from his theological-missionary journey. In constructing such mapping, one starts with the educator's formation process, continuing with his academic and missionary experiences, considering the role played by his teachers and his students in his role as a social educator. Qualifying him as a social educator in his work, he seeks to bring his work closer to the theoretical framework represented by the work of Paulo Freire (1921-1997), a Brazilian educator with whom Shaull identifies himself. It is followed by the analysis of two documents: a) Shaull's prologue to the English version of Paulo Freire's A pedagogia do oprimido (The Pedagogy of the Oppressed); and (b) the Shaull’s report on the period in which he held the vice-chair of the Mackenzie Institute. The work is concluded, seeking to return to Shaull's insights identified throughout the text and to point out, from them, the paths that open them to an organic Christian activity in education.A pesquisa que deu origem ao presente trabalho se constitui a partir de um documento produzido por Richard Shaull, missionário da Igreja Presbiteriana dos Estados Unidos trabalhando no Brasil, quando o mesmo ocupou a vice-presidência do Instituto Mackenzie, em 1960-1961. Marcel Mendes, em seu livro Tempos de Transição (2016), menciona o documento, afirmando que o mesmo não havia sido ainda objeto de uma análise crítica. Propondo-se o presente trabalho a realizar tal análise, procura-se, a partir de tal documento, e levando em consideração toda a biografia cultural de Shaull, avaliar a sua contribuição pedagógica, vertente não tão explorada quanto a teológica nos trabalhos sobre o referido autor. Reconhecendo-se a ligação, descrita também como “porosidade”, em Shaull, entre teologia, missiologia, escatologia, pedagogia e sociologia, em verdadeira interdisciplinaridade, o trabalho procura mapear os “insights” de Shaull para a educação advindos de sua caminhada teológicomissionária. Ao construir tal mapeamento, parte-se do processo de formação do educador, prosseguindo com as suas experiências acadêmicas e missionárias, considerando o papel que desempenharam seus professores e seus alunos dentro da sua atuação como educador social. Qualificando-o como educador social em sua atuação, busca-se aproximar o seu trabalho do referencial teórico representado pela obra de Paulo Freire (1921-1997), educador brasileiro com quem Shaull se identifica. Prossegue-se, então, com a análise de dois documentos: a) o prólogo de Shaull à versão em inglês da obra A pedagogia do oprimido, de Paulo Freire; e b) o relatório de Shaull sobre o período em que ocupou a vice-presidência do Instituto Mackenzie. Encerra-se o trabalho procurando retomar os “insights” de Shaull identificados ao longo do texto e apontar, a partir deles, os caminhos que os mesmos abrem para uma atuação cristã orgânica na educação.application/pdfporUniversidade Presbiteriana MackenzieEducação, Arte e História da CulturaUPMBrasilCentro de Educação, Filosofia e Teologia (CEFT)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessRichard Shaullteologia e educaçãoeducação socialCNPQ::CIENCIAS HUMANASRichard Shaull, um educador presbiterianoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMendes, Marcelhttp://lattes.cnpq.br/6182477842336805Souza Neto, João Clemente dehttp://lattes.cnpq.br/3200985522734291Huff Júnior, Arnaldo Éricohttp://lattes.cnpq.br/133813051724014http://lattes.cnpq.br/5809392564416921Garcia Junior, Colezhttp://tede.mackenzie.br/jspui/retrieve/19034/Colez%20%20Garcia%20Junior.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/3941/2/Colez%20%20Garcia%20Junior.pdfRichard Shaulltheology and educationsocial educationreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/250712020-05-28 15:11:38.548Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
Richard Shaull, um educador presbiteriano |
title |
Richard Shaull, um educador presbiteriano |
spellingShingle |
Richard Shaull, um educador presbiteriano Garcia Junior, Colez Richard Shaull teologia e educação educação social CNPQ::CIENCIAS HUMANAS |
title_short |
Richard Shaull, um educador presbiteriano |
title_full |
Richard Shaull, um educador presbiteriano |
title_fullStr |
Richard Shaull, um educador presbiteriano |
title_full_unstemmed |
Richard Shaull, um educador presbiteriano |
title_sort |
Richard Shaull, um educador presbiteriano |
author |
Garcia Junior, Colez |
author_facet |
Garcia Junior, Colez |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mendes, Marcel |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6182477842336805 |
dc.contributor.referee1.fl_str_mv |
Souza Neto, João Clemente de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3200985522734291 |
dc.contributor.referee2.fl_str_mv |
Huff Júnior, Arnaldo Érico |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/133813051724014 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5809392564416921 |
dc.contributor.author.fl_str_mv |
Garcia Junior, Colez |
contributor_str_mv |
Mendes, Marcel Souza Neto, João Clemente de Huff Júnior, Arnaldo Érico |
dc.subject.por.fl_str_mv |
Richard Shaull teologia e educação educação social |
topic |
Richard Shaull teologia e educação educação social CNPQ::CIENCIAS HUMANAS |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS |
description |
The research that gave origin to the present work is constituted from a document produced by Richard Shaull, missionary of the Presbyterian Church of the United States working in Brazil, when he occupied the vice-presidency of the Mackenzie Institute, in 1960-1961. Marcel Mendes, in his book Tempos de Transição (Transition Times) (2016), mentions the document, stating that it had not yet been the object of a critical analysis. The present work is proposed to carry out such an analysis. From this document, and taking into account the whole cultural biography of Shaull, it is sought to evaluate its pedagogical contribution, not as explored as theological aspect in the works on the said author. Recognizing the connection, also described as "porosity" in Shaull, between theology, missiology, eschatology, pedagogy and sociology, in a true interdisciplinarity, the work seeks to map Shaull's insights to education from his theological-missionary journey. In constructing such mapping, one starts with the educator's formation process, continuing with his academic and missionary experiences, considering the role played by his teachers and his students in his role as a social educator. Qualifying him as a social educator in his work, he seeks to bring his work closer to the theoretical framework represented by the work of Paulo Freire (1921-1997), a Brazilian educator with whom Shaull identifies himself. It is followed by the analysis of two documents: a) Shaull's prologue to the English version of Paulo Freire's A pedagogia do oprimido (The Pedagogy of the Oppressed); and (b) the Shaull’s report on the period in which he held the vice-chair of the Mackenzie Institute. The work is concluded, seeking to return to Shaull's insights identified throughout the text and to point out, from them, the paths that open them to an organic Christian activity in education. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-06-25T15:55:35Z 2020-05-28T18:11:38Z |
dc.date.issued.fl_str_mv |
2019-02-05 |
dc.date.available.fl_str_mv |
2020-05-28T18:11:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
GARCIA JUNIOR, Colez. Richard Shaull, um educador presbiteriano. 2019. 150 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/25071 |
identifier_str_mv |
GARCIA JUNIOR, Colez. Richard Shaull, um educador presbiteriano. 2019. 150 f. Dissertação (Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo, 2019. |
url |
http://dspace.mackenzie.br/handle/10899/25071 |
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por |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Presbiteriana Mackenzie |
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Educação, Arte e História da Cultura |
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UPM |
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Brasil |
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Centro de Educação, Filosofia e Teologia (CEFT) |
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Universidade Presbiteriana Mackenzie |
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reponame:Biblioteca Digital de Teses e Dissertações do Mackenzie instname:Universidade Presbiteriana Mackenzie (MACKENZIE) instacron:MACKENZIE |
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Universidade Presbiteriana Mackenzie (MACKENZIE) |
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Biblioteca Digital de Teses e Dissertações do Mackenzie |
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