https://repositorio.ufpb.br/jspui/handle/tede/4158 PPGCR 2026-08-06T06:19:43Z https://repositorio.ufpb.br/jspui/handle/123456789/38551 Título: Espacialidades dos pequenos grupos ou grupos-células no contexto da igreja batista nordestina (PB/PE) Autor(es): Nascimento, Isaac Francisco do Orientador: Silva, Marinilson Barbosa da Abstract: This dissertation aimed to analyze the social relationships between members and leaders of small groups in the constitution of geographical spatialities in two Baptist churches located in the Northeast region of Brazil, both affiliated with the Brazilian Baptist Convention. The specific objectives were to gain a deeper understanding of the structuring structures of the religious phenomenon—specifically, the social relationships between members and leaders of small groups—and to identify the presence (or absence) of the elements proposed by Carl Rogers for a healthy social relationship: genuineness, acceptance, and understanding. Based on these objectives, the following research question was formulated: how are social relationships between members and leaders of small groups structured, and to what extent do these relationships contribute to the construction of healthy social bonds? The theoretical framework included a historical review of geography’s contributions to the study of the religious phenomenon. Along this path, the main contemporary trends in the geography of religion in Brazil were presented, especially the two main theoretical-methodological approaches related to sacred space. Sacred space was approached as a symbolic formation, in light of Ernst Cassirer’s Philosophy of Symbolic Forms and the contributions of geographers Sylvio Fausto Gil Filho and Clevisson Júnior Pereira. For the analysis of sociabilities within the small groups, Carl Rogers’ contributions regarding the conditions that foster healthy social relationships were incorporated. The study adopted a comprehensive methodological approach within the field of Human Geography, correlating the phenomenon of social relations in small groups within the evangelical Baptist religious context. Qualitative interviews were conducted with pastors, members, and small group leaders in two Baptist churches, and the data were analyzed using Thematic Content Analysis, as proposed by Laurence Bardin. The results of the analysis made it possible to identify relevant categories that highlight the structuring role of religious discourse and foundational discourse in the symbolic representations of the interviewees. In conclusion, it was found that the conditions sustaining social relationships within the small groups are strongly influenced by the structuring spatialities of the foundational and religious discourses, mediated by the symbolic form of religion. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-08-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38516 Título: Em busca do significado do ser professor de ensino religioso na Amazônia amapaense Autor(es): Antero, Alysson Brabo Orientador: Silva, Marinilson Barbosa da Abstract: This thesis focuses on the professional career of teachers who work with the Religious Education (RE) subject in the Northern region of Brazil and aimed to answer the following research question: what does it mean to be a Religious Education teacher in the state of Amapá? The central objective was to analyze the professional career of teachers working with the RE subject in Amapá. The specific objectives sought to: (a) identify the motivation(s) that influenced the choice for the profession; (b) understand the internal and external determinants of permanence in the career; (c) record the teachers' perceptions and feelings about themselves and about the profession; and (d) analyze expectations regarding the end of the career. From a methodological point of view, this is a qualitative study based on Max van Manen's hermeneutic phenomenology, whose stages guided the data collection, analysis and interpretation. Among the theoretical-methodological contributions that supported this investigation, I highlight: Husserl, Huberman, Gonçalves, Ferreira, Passos, among others. The field research showed that the Catechetical/Proselytizing meaning of RE tends to be more latent at the beginning of the career. As the years progress, the stance becomes one of respect for religious diversity and, in some cases, the RE content influences the religiosity of teachers and students; even though this is not the subject's purpose, this stance brings RE closer to the Theological/Ecumenical meaning. There are also ways of being an RE teacher aligned with the meaning of Religious Sciences/Secular, that is, oriented towards scientific and pedagogical perspectives. These data reveal that there is no fixed and finished meaning for teaching in RE; on the contrary, the meanings intertwine throughout the professional career under the influence of a combination of factors (life history, education, school environment, legislation, career stage) and not by a single independent variable. Thus, the thesis that the meanings of teaching in Religious Education are fluid and in a permanent state of becoming is confirmed.; RESUMEN. Esta tesis aborda la carrera profesional de profesores que actúan con el componente curricular Enseñanza Religiosa (ER) en la Región Norte de Brasil y se orientó a encontrar respuesta a la siguiente pregunta-problema: ¿qué significa ser o estar profesor de Enseñanza Religiosa en el estado de Amapá? El objetivo central fue analizar la carrera profesional de los profesores que actúan con el componente ER en Amapá. Con los objetivos específicos, se buscó: (a) identificar la(s) motivación(es) que influyeron en la elección por la profesión; (b) comprender los determinantes internos y externos de la permanencia; (c) registrar la percepción y los sentimientos de los profesores sobre sí mismos y sobre la profesión; y (d) analizar las expectativas respecto al final de la carrera. Desde el punto de vista metodológico, se trata de un estudio cualitativo basado en la fenomenología hermenéutica de Max van Manen, cuyas etapas orientaron la recolección, el análisis y la interpretación de los datos. Entre los aportes teórico-metodológicos que sustentaron esta investigación, destaco: Husserl, Huberman, Gonçalves, Ferreira, Passos, entre otros. La investigación de campo mostró que el sentido Catequético/Proselitista de la ER tiende a ser más latente al inicio de la carrera. Con el avance de los años, la postura pasa a ser de respeto a la diversidad religiosa y, en algunos casos, el contenido de la ER influye en la religiosidad de profesores y alumnos; aunque no sea la finalidad del componente, esta postura aproxima la ER al sentido Teológico/Ecuménico. También hay modos de ser profesor de ER alineados con el sentido de las Ciencias de la Religión/Secular, es decir, orientados en perspectivas científica y pedagógica. Estos datos revelan que no existe un significado fijo y acabado para la docencia en ER; por el contrario, los sentidos se entrelazan a lo largo de la carrera profesional bajo la influencia de una combinación de factores (historia de vida, formación, ambiente escolar, legislación, fase de la carrera) y no por una única variable independiente. Así, se confirma la tesis de que los sentidos de la docencia en Enseñanza Religiosa son fluidos y están en permanente estado de devenir. Editor: Universidade Federal da Paraíba Tipo: Tese 2025-12-09T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38264 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 https://repositorio.ufpb.br/jspui/handle/123456789/37768 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