Religião e silêncio: representações e práticas mortuárias entre nikkeis em Assaí por meio de túmulos (1932 – 1950)

Pós-graduação em História - FCLAS

As outras faces do sagrado: protestantismo e cultura na primeira república brasileira

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Céu, inferno e purgatório: representações espíritas do além

Pós-graduação em História - FCLAS

Quando o tempo se torna linear

A partir de um ensaio de Leack sobre o tempo, procura-se precisar certos conceitos conhecimentos que se tem hoje sobre caçadores-coletores e suas representações de espaço e tempo. Tentase também estabelecer a importância que têm para o surgimento de uma representação linear do tempo, o desenvolvimento tecnológico e o aparecimento de religiões salvacionistas e mostrar como, mesmo certa estrutura de representação cíclica se mantém.

Ensino de história e cultura afro-brasileira: uma análise do caderno do professor de história do ensino médio público paulista

Pós-graduação em Educação - FFC

Indisciplina no contexto da disciplina escolar

This study aimed to investigate the concepts of discipline/indiscipline among teachers in the sixth year of elementary school and observe how this issue is covered by the teachers, psychological and philosophical approach, according to its various conceptions. For the analysis of disciplinary concepts and unruly, we took into consideration the context of preteen, who suffers great changes in this particular age group. The need to address the following themes, created by the fact that the issue indisciplinary is a constant problem in institutions and, thereafter, the theme was quite current in order representations (express or implied) of discipline/indiscipline among teachers. As a tool for data collection technique was used to interview the teachers of that grade. This research also tried to score, especially the teachers understand that their behavior and for disciplinary action, considering the changes in habits and attitudes students, resulting from pre-adolescence, very present in this specific age group. In general, confirmed the presence of essential individual and social representations about the concepts of discipline and indiscipline among teachers, varying according to their various cultures, religions and teaching time, so therefore they were defined their real considerations. From this research, we concluded that these teachers have a vision of traditional education, taking into consideration their personal representations and education they had in earlier time

A grande missão do século XIX e a escrita da história de Ernest Renan (1848-1863)

Pós-graduação em História - FCLAS

Caboclos, pretos velhos: experiências e memória da religiosidade afrobrasileira

The aim is to reflect on religious practices and articulation of the sacred elements that constitute the religious spaces constituted by Umbanda in the city of Dourados-MS. Part on the assumption that they are territories of expression of religiosity, hybrid and syncretic product processes.

Ser ou não ser (de santo)?: aspectos do campo religioso afro-brasileiro na peça teatral Balbina de Iansã, de Plínio Marcos

To be or not to be (of candomblé)? – aspects of Afro-Brazilian religious field in the theater play Balbina de Iansã, by Plínio Marcos. In 1970, the playwright born in Santos-SP Plínio Marcos writes and directs the spectacle Balbina de Iansã, an adaptation (in form of a musical) from Romeo and Juliet, by Shakespeare. The action happens in a candomblé yard, managed authoritatively by a Mãe-de Santo, who tries to prevent the young protagonist couple’s love. This study analyzes the representation of some rites and principles of Afro-Brazilian religion in the play, especially concerning the critique of the relations of power that exist in the yards of São Paulo.

Perception of brazilian citizens about Darwinism and the (Non) Influence of God in the evolutionary process

The current context is unique in relation to the teaching of evolution in Brazil and the population's perception of evolution. On the one hand, it is said often about Darwinism in various media, especially due to the relatively recent commemoration of the two hundred years of the birth of Charles Darwin and one hundred and fifty years of the launch of the book The Origin of Species. On the other hand, it is clear, in recent years, a timid movement, more worryingly, in favor of equitable approach of creationist and evolutionist theories in the classroom. This article is a part of a research whose goal is to raise the design that Brazilian respondents have about the Darwinian view (which disregards the divine influence in the evolution of the species). The instrument used for data collection is a questionnaire, type Likert scale, which consists of a series of statements in which respondents must express their degree of agreement or disagreement with each statement. In this study, we present the results of the statement. "The thought of Darwin, which does not consider God as a participant in the process of evolution, is...". Analysis correlated with data on religion and education of the respondents are also held. The results point to a tendency of respondents not to accept the Darwinian view that disregards God's interference in the evolutionary process. The data also show that respondents' choices are influenced by religion and education. The frequency of responses that tend to accept the Darwinian view (which disregards the divine participation in the evolution of the species) is higher among respondents with higher levels of education. Adherents to religions "evangelical" tend to deny this view more often than followers of other religions. Given the potential risks of inserting creationist approaches in school education, it is necessary a discussion of the possible impacts of this rejection of Darwin's thinking (which does not consider God as a participant in the evolutionary process), indicated here, in the teaching of evolution. This work was supported by FAPEMIG.