Redenção, liberdade e serviço: a contribuição do pensamento de Ellen Gould White para uma práxis educacional libertadora

• Ano de defesa: 2010
• Autor(a) principal: Semo Suárez, Adolfo
• Orientador(a): Sung, Jung Mo
• Banca de defesa: Gross, Renato, Stencel, Renato, Santos Neto, Elydio dos, Wirth, Lauri Emilio
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de Sao Paulo
• Programa de Pós-Graduação: Ciencias da Religiao
• Departamento: Ciencias da Religiao:Programa de Pos Graduacao em Ciencias da Religiao
• País: Brasil
• Palavras-chave em Português: Ciências Sociais e Religião; Literatura e Religião no Mundo Bíblico; Práxis Religiosa e Sociedade; redenção; liberdade
• Palavras-chave em Inglês: Redemption, Freedom and Service: The Contribution of Ellen G. White s Thought for an Liberty Educational Praxis
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/2164

The objective of this research was to describe and analyze the concepts of redemption, freedom and service in the writings of Ellen Gould White (1827-1915), one of the founders of the Seventh-day Adventist Church, reflecting on the implications for educational practice. We proposed four specific objectives, each of which became one of the chapters of this dissertation. These chapters have been guided by three hypothesis. The first suggested that Ellen White has characteristics that shape as a border thinker who lived on the frontier. Using theories of Walter Mignolo, Boaventura de Souza Santos and Gloria Anzaldúa, it was observed that in Ellen White there are traces of liminality manifests in life and different discourses, which sometimes went against the dominant thinking of the majority, but it was positive for the denomination. The second hypothesis of this study was the existence of three possible approaches that guide the concept of education by Ellen White: redemption, freedom and service. What was once just a bet was confirmed by the reading and analysis of key works of White. So that the full understanding of the Ellen White concepts of education requires an articulate reflection of these three themes. That is not enough that there is a separate reading them or even approach juxtaposed; it is necessary articulation. The third hypothesis was that if the theme of freedom is present in a convincing way in the writings of Ellen White, then we may think that her educational philosophy - and therefore the educational praxis - is directly conditioned by this approach. What can be said at the end of this research is that in the Ellen White writings freedom constitutes a kind of golden thread running through the various issues and hopes raised by the author, beginning with the story of the fall - which means the loss of freedom - and ending with the hopeful narrative of a perfect world - which ultimately responsible freedom is restored. Therefore, the Ellen White notion of education is driven by the issue of human freedom: freedom to think, to develop, to learn, to create, to serve, to let himself be redeemed.(AU)