PPGCR https://repositorio.ufpb.br/jspui/handle/tede/4158 2026-07-17T04:02:33Z 2026-07-17T04:02:33Z Felix, Iranilza Cinesio Gomes https://repositorio.ufpb.br/jspui/handle/123456789/38264 2026-07-05T06:13:59Z 2025-09-12T00:00:00Z

Título: Os assobios da cumade Fulozinha trançando os saberes das matas Potiguara da Paraiba dentro da academia Autor(es): Felix, Iranilza Cinesio Gomes Orientador: Barcellos, Lusival Antônio Abstract: This planting presents Cumade Fulozinha in the Potiguara territory through her ancestral knowledge. In this regard, researching her as an element of the traditional knowledge of this people and the ways this knowledge is shared in the Potiguara Territory—especially from a perspective of perpetuating Potiguara tradition beyond Western practices and concepts—is a challenge that brings together political, academic, scientific, human, and non-human efforts and struggles, as materialized in this thesis. Indigenous peoples occupy a fundamental place in the process of (de)constructing misconceptions about Indigenous traditional knowledge and its framing within cultural studies and customs of the Northeastern people or other fields of social sciences heavily marked by Greco-Roman philosophy and Eurocentric knowledge. This thesis is yet another act of reclaiming and demarcating Indigenous territory, but in the field of science, which defines itself as universal, public, free, and of quality. It constitutes a narrative expressed by the Potiguara people themselves, based on their ancestral knowledge, exercising their autonomy and freedom to define themselves through their own words, concepts, and languages. Likewise, they assert the right to challenge, refute, and reject any other theories and hypotheses that do not correctly define their ways of thinking, existing, inhabiting, sharing, and connecting with Mother Earth. This study contributes to documenting and sharing the experience with Cumade Fulozinha, a forest spirit present in the Potiguara territory, the Northeast, and other regions of Brazil, sometimes identified by different names but with similar characteristics. It aims to investigate Cumade Fulozinha‘s role in the Potiguara territory based on the traditional knowledge of her people, from cultural and environmental perspectives. The research considers contributions from authors such as Barcellos (2014), Morin (1977), Moraes (2021), Costa (2022), Franco e Silva (2023), among others. It is structured on transgressive methodologies, rooted in the forest and the planting knowledge of the Potiguara people, in dialogue with ecosystemic thinking through a qualitative approach using semi-structured interviews. The intention is for this planting to be a seed cultivated in the Potiguara territory, germinating and bearing fruit to perpetuate their traditional Indigenous knowledge, encouraging new plantings about Cumade Fulozinha to be nurtured in Potiguara lands. This knowledge will be passed on to new generations—both through Indigenous knowledge and pedagogical programs in Indigenous school education— based on lived experiences transmitted by Potiguara relatives. It will contribute to the preservation of their ancestral knowledge, acquired and shared by the elders, strengthening their ways of life and experiences, reinforcing resistance to their identity, and honoring the teachings of their ancestors.; MIMOMIRĨ Kó mityma osepiakukar Atuasaba 'Ybotymirĩ Potĩguara retama pupé tamyipaguama tekokuguaba rupi. Emonãnamo, oré i kuabekari a'e amõ Potĩguara tekokuguabeté mba'éramo, oré oroikuabukar abé Potĩguara retama pupé aipó tekokuguaba moia'okaba, opá mba'e sosé amõ Potĩguara rekoabeté moingobesaba suí – Europa kuarasy reikeaba tekomombeguaba sekoabetá abé akueakoty – ikó moromomburu marã mono'ongaba, tubixabetá marãtekoaba, morombo'esabusu mba'e, 'akuapaba mba'e, abá mba'e resenduara, na abá ruã mba'e resenduara, kó nhembo'esaba pupé mba'eetéramo onhemonhangyba'e. Abaeté anama osó amõ tekoabetépe toimonhang (toimombab) py'anhemongetamemuã abaeté tekokuguabeté resenduara asé i kuapaba abá rekoabetá resé nhembo'esabetá nhũme anama ybatekuarasysembabyguara konipó amõaé abatyba resé 'akuapaba nhũ resé a'e iupomoinymbyra tekokuguapaba grécia-romayguara europayguara abé moroekomonhangaba resé. Kó nhembo'esaba oikó amõ abaeté retama ybykuapaba mombeguábamo, a'e 'akuapaba nhũ pupé ybakybypáramo sekó mombeguábamo, ikatupenduáramo, tepye'ỹmamo, katuetéramo.A'e e'i amõ moranduba i anama remimombe'upuéramo, tekokuguabeteetá suí, a'e tekobekatué, tekopotasaba, miausube'ymbaba rupi a'e onhemombe'u o nhe'enga é rupi, o tekokuapaba rupi, o nhe'engabetá rupi bé. Mba'enakó, o ekokatué rupi, a'e osobaixuar, oipoepyk, oikuakub amõaé tetiruã tekomo'angabeté tekomo'angaba bé osa'angatuba'ee'yma o py'anhemongetasaba, o ekobesaba, ekosaba, o mba'e moia'okaba, o Ybynhandesy apytĩama resé. Kó nhembo'esaba oporopytybõ asé papereté monhanga i moia'oka abé Atuasaba 'Ybotymitĩ rerekosaba, a'e oiepé ka'a'anga Potĩguara retama pupé, ybatekuarasysembaba pupé, amoaé Pindorama retama pupé bé tekoara, amoamõme amoaé tera rupi senõimbýramo, sekoaba oioiá. Semiekáramo a'e oikuabekar Potĩguara retama Atuasaba 'Ybotymirĩ ioguerekosaba, i anama tekokuguabeté suí, tekoabetá tekobesabetá resé ma'ẽndaba rupi. Kó tekokuapotara oimo'ang kuatiamonhangaretá apyaba kunhã abé poropytybõama kó iabé: Barcellos (2014), Morin (1977), Moraes (2021), Costa (2022), Franco e Silva (2023), amõaé suí. A'e onhemonhang mba'emonhangaba tekoabyaba ypytena resé, ka'a suí i anama tekokuguaba tyma suí bé, amõ nhomongatasápe tekobesaba resé py'anhemongeta a'e nhe‘engaba rupi mba‘e reté ra‘angaba resé oiporuba'e tekokuapotara mba'emonhangaba a'e moromonhe‘enga moranduba ranhẽ i kuabypyra.Asé oikopotar kó mityma amõ ta'ynha serekokatupýramo Potĩguara retãme sekorama resé, ta senhũi, to'ybamonhang, toimoingobé auieramanhẽ i abaeté tekokuguabeté, toimopyatã Atuasaba 'Ybotymirĩ resé mitymbysasu a'e tonhemonhang, a'e tonheamõ, Potĩguara retametá pupé, toime'eng i tekokuguabetá kó anama ieapyká supé, abaeté tekokuaba rupi morombo'esaba mba'emonhangaba abaeté nhembo'esaba rupi, tekosaguera Potĩguara anama apyaba kunhã abé remime'enga suí, toipytybõ o amyipaguama tekokuapaba iepotabẽndaba, o ypypuera remime'enguera, toimoatã oré rekobesaba oré rekosaguera, oré rekobesaba oré ramyipaguama oré mbo'esaba suí. Editor: Universidade Federal da Paraíba Tipo: Tese

2025-09-12T00:00:00Z Fernandes, Romário Evangelista https://repositorio.ufpb.br/jspui/handle/123456789/37768 2026-03-03T06:12:38Z 2023-06-22T00:00:00Z

Título: Ensino religioso à luz do paradigma complexo e transdisciplinar: uma proposta epistemológica e metodológica Autor(es): Fernandes, Romário Evangelista Orientador: Aragão, Gilbraz de Souza Abstract: El presente estudio pretende responder a la siguiente pregunta: ¿Cuáles son los aportes que el pensamiento complejo y el método transdisciplinario, como la epistemología y la metodología, ofrecen a la ER? Ante dos problemas actuales y contemporáneos de la educación, generados por la fragmentación del pensamiento, la hiperespecialización de las disciplinas académicas, la separación del sujeto de conocimiento de su objeto de conocimiento y la incapacidad de dos sujetos para encontrar soluciones a los desafíos de su día a día. vidas; La Educación Religiosa (ER), como componente curricular, tiene el desafío de transformar los contenidos en conocimientos contextualizables y capaces de desarrollar habilidades de nuestros estudiantes para la resolución de problemas de su vida diaria. Ante este contexto, el presente estudio reconoce que el problema de la fragmentación y la incapacidad de dos estudiantes para contextualizar el conocimiento de los dos contenidos estudiados en el aula, no existe un modelo paradigmático responsable de la forma de abordar este conocimiento. Nuestro estudio busca la transdisciplinariedad compleja y teórica necesaria para pensar estas cuestiones. El pensamiento complejo surgió como una propuesta epistémica como respuesta a los desafíos contemporáneos y busca responder a estos desafíos proponiendo un nuevo modelo de pensamiento capaz de reconectar conocimientos previamente fragmentados y contextualizarlos de acuerdo con las necesidades de la vida. Nuestro propósito es dar respuesta al problema de investigación para acercar la ER a la teoría epistemológica de la complejidad y su método transdisciplinario. Como enfoque de investigación, elegimos el enfoque bibliográfico, utilizando dos autores principales que sustentan teóricamente esta investigación: Edgar Morin, Basarab Nicolescu, Maria Cândida Moraes y Gilbraz de Sousa Aragão, por nombrar sólo algunos. Además de la bibliografía, se optó por el análisis documental, donde se realizará una lectura de las unidades temáticas de ER en el BNCC a la luz del paradigma complejo y transdisciplinario. Editor: Universidade Federal da Paraíba Tipo: Dissertação

2023-06-22T00:00:00Z Nascimento, João Batista Vicente do https://repositorio.ufpb.br/jspui/handle/123456789/37692 2026-02-22T06:06:27Z 2022-08-25T00:00:00Z

Título: Teologia da prosperidade e politica no Brasil a partir do século XX do pentecostalismo aos batistas tradicionais no sudoeste baiano Autor(es): Nascimento, João Batista Vicente do Orientador: Cavalcanti, Carlos André Macêdo Abstract: The present work deals with prosperity and political theology in Brazil from the 20th century, with emphasis on Pentecostal, neo-Pentecostal and traditional Baptist religious matrices in southwestern Bahia. Initially, the beginnings of Christianity, the emergence of the Church, the Protestant Reformation and the expansion in England, the United States of America and the arrival in Brazil were presented. The first Protestant strands in Brazil, called invasion, history, mission and immigration, have been described. Prosperity theology and politics were studied with the rise of religious leaders to political power. Prosperity theology is considered an accommodation of the Christian faith to the capitalist ideal of physical and material prosperity and is supported by the neo-Pentecostal movement that arrived in Brazil in the late 1970s and that quickly expanded throughout the country. Affiliated to the Pentecostal and neo-Pentecostal denominations are many of the politicians of evangelical confession in the National Congress, who form the Evangelical Bench, with a majority originating from the Universal churches of the Kingdom of God and Assembly of God, the rest being from several other denominations. The Pentecostal and neo-Pentecostal movement was studied in their respective phases, and how it expanded through the peripheral regions of Brazil, a situation also verified in southwestern Bahia. Complementing the studies with the traditional historical Baptist Denomination, these strands were presented in order to verify the dynamics of relations between churches linked to the traditional, Pentecostal and neo-Pentecostal movements with regard to institutional political representation and indoctrination linked to prosperity. In the structure of the Baptist Denomination, the Associação Batista do Sudoeste da Bahia (Baptist Association of Southwest Bahia) – ABASB, located in Vitória da Conquista - Ba, southwest of the state, was chosen. A qualitative, quantitative and descriptive historical methodology was used with some comparative actions in relation to the categories in which Brazilian Protestantism presents itself, with bibliographic and iconographic sources and procedures subsidized by semi-structured questionnaires with open and objective questions. The results show that Baptists do not agree with prosperity theology, continue to defend the separation between Church and State, do not use the pulpit as a political platform, although they recognize the freedom of their adherents to apply for the political election they deem necessary. Editor: Universidade Federal da Paraíba Tipo: Tese

2022-08-25T00:00:00Z Lacerda, Thalisson Pinto Trindade de https://repositorio.ufpb.br/jspui/handle/123456789/37585 2026-02-11T06:07:16Z 2025-10-22T00:00:00Z

Título: O ensino religioso sob o paradigma da complexidade: perspectivas transdisciplinares no currículo do Rio Grande do Norte Autor(es): Lacerda, Thalisson Pinto Trindade de Orientador: Silva, Marinilson Barbosa da Abstract: The transdisciplinary approach presents a distinct perspective from conventional thinking by recognizing an intricate reality, composed of several interrelated layers. From this perspective, a transdisciplinary educational focus can redesign the conception of the Religious Education (RE) curriculum, as well as contribute to the training process of both teachers and students. Thus, the present thesis proposes to investigate the Rio Grande do Norte Fundamental Education Curricular Document (DCRN-EF) and its contribution to the training of the RE teacher in the municipal network of the city of Natal (RN). The general objective is to analyze the contributions of transdisciplinarity of RE in the DCRN-EF to the training of such professionals. The central hypothesis of this thesis is that the transdisciplinary approach to Religious Education, as present in the DCRN-EF and perceived by teachers, contributes significantly to professional training and to the mitigation of religious violence in schools. In this perspective, contributions from authors such as Edgar Morin, Cândida Moraes, Basarab Nicolescu, Gilbraz Aragão, and Cícero Silva, among others, were sought in the literature. This is a quali-quantitative research, with an exploratory and descriptive character, whose predominant approach is qualitative. The quantitative dimension is expressed in the lexical and statistical analysis of textual data, performed using the IRaMuTeQ software. The research also used the Thematic Content Analysis method, developed by Laurence Bardin. This method allowed for a classification technique through categorization (categorical analysis). For data collection, 11 subjective and 11 sociodemographic questions were used to define the participants' profiles. In addition, a semi-structured interview with 12 guiding questions was used. Nineteen teachers participated in the research: 14 (75%) female and 5 (25%) male, aged 32 to 72. Of these participants, 10 (approximately 52.6%) have a degree in Religious Sciences, and 4 (approximately 21%) have a specialization in the field. Most participants have 10 to 47 years of professional experience. This research confirmed its hypothesis, showing that most teachers indicated an openness to new ways of teaching and learning religion in schools. Teacher training is essential for promoting the exchange of experiences and the interaction of knowledge, among other perspectives. The documentary analysis showed that the DCRN-EF is based on Religious Sciences, giving RE a pluralistic, secular, and transcultural character and acting as an important guide for pedagogical practices. The bibliographic research identified the epistemological role of transdisciplinarity and complex thought in overcoming the confessional/secular dualism, promoting a plural, ethical, and integrative approach to RE. It is concluded that the curricular practices of RE achieve a humanizing, ethical teaching perspective that recognizes the other. Editor: Universidade Federal da Paraíba Tipo: Tese

2025-10-22T00:00:00Z