Élida Maria Bochi Silva, Ana Paula Bochi, Juliana Rocha Lopes, Jacqueline Pereira Gusmão, Larissa Teixeira Lima, Edcler Da Silva Dias, Viviane Cristina de Oliveira Amorim Pedro, Renata De Souza Oliveira
The proposal of this study was to review the literature related to the role of the mediator teacher in the school inclusion of children with autistic spectrum disorder. In general, the review of the literature performed enabled the elucidation of the main challenges of teaching practice in the mediation role of students with autistic spectrum disorder.
{"title":"MEDIATOR TEACHER","authors":"Élida Maria Bochi Silva, Ana Paula Bochi, Juliana Rocha Lopes, Jacqueline Pereira Gusmão, Larissa Teixeira Lima, Edcler Da Silva Dias, Viviane Cristina de Oliveira Amorim Pedro, Renata De Souza Oliveira","doi":"10.51249/gei.v5i04.2142","DOIUrl":"https://doi.org/10.51249/gei.v5i04.2142","url":null,"abstract":"The proposal of this study was to review the literature related to the role of the mediator teacher in the school inclusion of children with autistic spectrum disorder. In general, the review of the literature performed enabled the elucidation of the main challenges of teaching practice in the mediation role of students with autistic spectrum disorder.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Josina Maria da Silva, Gledson Berto Silva, Maria Edjanir Cândido Pereira, Maria Margarete do Nascimento Mendonça, Kleyton Holond de Lima Rocha, Gilvania Maria Monteiro da Silva, Girlaine Marcia de Mendonça Oliveira
This study analyzes the importance of democratic management and coordination in public schools, focusing on the emergence and evolution of this concept throughout history, as well as the different ways in which these principles operate, considering the diversity of profiles existing in each educational institution. The relevance of responsible bodies, such as the Department of Education, in monitoring compliance with these principles is highlighted. The study also addresses the steps that led to the adoption of democratic management as a way to improve educational policies, highlighting the presence of trained professionals to guarantee students' educational rights. It is concluded that democratic management is essential to ensure students' rights and fulfill the school's fundamental role in the educational process.
{"title":"THE FUNDAMENTAL ROLE OF DEMOCRATIC MANAGEMENT AND COORDINATION IN PUBLIC EDUCATION NETWORK SCHOOLS","authors":"Josina Maria da Silva, Gledson Berto Silva, Maria Edjanir Cândido Pereira, Maria Margarete do Nascimento Mendonça, Kleyton Holond de Lima Rocha, Gilvania Maria Monteiro da Silva, Girlaine Marcia de Mendonça Oliveira","doi":"10.51249/gei.v5i03.2055","DOIUrl":"https://doi.org/10.51249/gei.v5i03.2055","url":null,"abstract":"This study analyzes the importance of democratic management and coordination in public schools, focusing on the emergence and evolution of this concept throughout history, as well as the different ways in which these principles operate, considering the diversity of profiles existing in each educational institution. The relevance of responsible bodies, such as the Department of Education, in monitoring compliance with these principles is highlighted. The study also addresses the steps that led to the adoption of democratic management as a way to improve educational policies, highlighting the presence of trained professionals to guarantee students' educational rights. It is concluded that democratic management is essential to ensure students' rights and fulfill the school's fundamental role in the educational process.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The primary motivation that gave rise to this study was to reiterate that Psychopedagogy plays a crucial role in Education, expanding opportunities for investigation and reflection on the learning process. When analyzing the works of renowned authors such as Grassi (2013), Bossa (2016) and Scoz (2013), it is evident that the role of the institutional psychopedagogue favors the teacher in the search for self-knowledge, in the reconstruction of their subjectivities and in the reflection on their history , existence and needs. This internal journey enables the teacher to trigger significant transformations in their pedagogical practice. Therefore, the purpose of this article is to deepen the understanding of the learning process in the face of the challenges presented by learning disorders, exploring viable strategies for their implementation. For this investigation, several theoretical references were used that highlight the importance of the educational psychologist, his intervening and preventive role, as well as his fundamental contribution to the school environment.
{"title":"THE FACILITATING STRATEGIES OF PSYCHOPEDAGOGY IN THE LEARNING PROCESS","authors":"Greice Zanotto Bonamigo","doi":"10.51249/gei.v5i03.2053","DOIUrl":"https://doi.org/10.51249/gei.v5i03.2053","url":null,"abstract":"The primary motivation that gave rise to this study was to reiterate that Psychopedagogy plays a crucial role in Education, expanding opportunities for investigation and reflection on the learning process. When analyzing the works of renowned authors such as Grassi (2013), Bossa (2016) and Scoz (2013), it is evident that the role of the institutional psychopedagogue favors the teacher in the search for self-knowledge, in the reconstruction of their subjectivities and in the reflection on their history , existence and needs. This internal journey enables the teacher to trigger significant transformations in their pedagogical practice. Therefore, the purpose of this article is to deepen the understanding of the learning process in the face of the challenges presented by learning disorders, exploring viable strategies for their implementation. For this investigation, several theoretical references were used that highlight the importance of the educational psychologist, his intervening and preventive role, as well as his fundamental contribution to the school environment.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140967604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students
{"title":"CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION","authors":"Cirlene Benvindo de Souza, Ivone Antonia da Silva","doi":"10.51249/gei.v5i03.2047","DOIUrl":"https://doi.org/10.51249/gei.v5i03.2047","url":null,"abstract":"This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to explore three fundamental works that address interconnected aspects of political, philosophical and social thought. “Fascism”, by Evguiéni B. Pashukanis, released in 2020, offers a critical analysis of the ideological roots and social implications of fascism. Then, “Philosophy, Ideology and Social Science - Essays on Denial and Affirmation”, by István Mészáros, published in 1993, highlights the contradictions of the capitalist system and potential social transformations. Finally, “The German Ideology”, by Karl Marx and Friedrich Engels, written in the 19th century, provides a theoretical basis for understanding historical materialism and criticizing the dominant ideology. The research seeks to draw connections between these works to enrich the understanding of contemporary social and political dynamics.
本研究旨在探讨涉及政治、哲学和社会思想相互关联方面的三部基本著作。"Evguiéni B. Pashukanis 的《法西斯主义》于 2020 年出版，对法西斯主义的思想根源和社会影响进行了批判性分析。然后，1993 年出版的伊什特万-梅扎罗斯（István Mészáros）的《哲学、意识形态和社会科学--关于否定和肯定的论文》强调了资本主义制度的矛盾和潜在的社会变革。最后，卡尔-马克思和弗里德里希-恩格斯写于 19 世纪的《德意志意识形态》为理解历史唯物主义和批判主流意识形态提供了理论基础。本研究试图在这些著作之间建立联系，以丰富对当代社会和政治动态的理解。
{"title":"POWER RELATIONS, HEGEMONY AND IDEOLOGY","authors":"Tatiane Elias Garcia","doi":"10.51249/gei.v5i02.2032","DOIUrl":"https://doi.org/10.51249/gei.v5i02.2032","url":null,"abstract":"This research aims to explore three fundamental works that address interconnected aspects of political, philosophical and social thought. “Fascism”, by Evguiéni B. Pashukanis, released in 2020, offers a critical analysis of the ideological roots and social implications of fascism. Then, “Philosophy, Ideology and Social Science - Essays on Denial and Affirmation”, by István Mészáros, published in 1993, highlights the contradictions of the capitalist system and potential social transformations. Finally, “The German Ideology”, by Karl Marx and Friedrich Engels, written in the 19th century, provides a theoretical basis for understanding historical materialism and criticizing the dominant ideology. The research seeks to draw connections between these works to enrich the understanding of contemporary social and political dynamics.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141014866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
André Luís Bender, Elizangela Carla Beserra da Fonseca, Helen Aureliano Santos de Araújo, José Evangelista Da Silva, João Luiz Da Silva Liria, Kleyton Adriano Silva, Larissa Rodrigues da Silva Ueda, Sheila Fagundes Goulart, Saulo Guimarães Santos, Vaneska Maria de Melo Silva
School management is currently understood from the democratic and participatory principle, resulting in a more complex perception of the school manager’s participation in the success of the students’ learning process. In this sense, the perception of the concept of school manager has become broader, involving all aspects that directly or indirectly influence the quality of education in a given school institution. In this context, this article seeks to investigate how the continued training of school managers influences the quality of management performance and, consequently, the development of pedagogical planning that cooperates with the insertion of pedagogical practices based on the use of ICT and the adoption of a methodology from an innovative perspective.
{"title":"MANAGER TRAINING AND ITS INFLUENCE ON THE INCLUSION OF ICT IN PEDAGOGICAL PRACTICE","authors":"André Luís Bender, Elizangela Carla Beserra da Fonseca, Helen Aureliano Santos de Araújo, José Evangelista Da Silva, João Luiz Da Silva Liria, Kleyton Adriano Silva, Larissa Rodrigues da Silva Ueda, Sheila Fagundes Goulart, Saulo Guimarães Santos, Vaneska Maria de Melo Silva","doi":"10.51249/gei.v5i02.1970","DOIUrl":"https://doi.org/10.51249/gei.v5i02.1970","url":null,"abstract":"School management is currently understood from the democratic and participatory principle, resulting in a more complex perception of the school manager’s participation in the success of the students’ learning process. In this sense, the perception of the concept of school manager has become broader, involving all aspects that directly or indirectly influence the quality of education in a given school institution. In this context, this article seeks to investigate how the continued training of school managers influences the quality of management performance and, consequently, the development of pedagogical planning that cooperates with the insertion of pedagogical practices based on the use of ICT and the adoption of a methodology from an innovative perspective.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raiderson Moreira Rodrigues, Nora Ney de Lima dos Santos
This article addresses the theme “Active Methodologies: Active Methodologies as a Pedagogical Tool” and addresses the use of Active Methodologies as an innovative way to promote more meaningful and engaging learning. The article provides a comprehensive introduction to Active Methodologies, highlighting their core principles and how they differ from more traditional teaching strategies. It then discusses the practical application of these methodologies in the classroom, focusing on approaches such as problem-based learning, collaborative learning, and investment in the classroom. methodologies in the classroom. The potential benefits of using active learning methodologies are also explored, along with the challenges that educators may face when using these approaches. These benefits include greater engagement, empowerment, and application of knowledge in real-world situations. The article is based on relevant theoretical studies and references, such as the works of Araujo and Ramos (2023), Diesel, Baldez and Martins (2017), Nascimento and Coutinho (2016), Santos (2019) and others. By providing a comprehensive view of the subject, this article seeks to contribute to the understanding and adoption of Active Methodologies as a transformative pedagogical tool.
{"title":"ACTIVE METHODOLOGIES","authors":"Raiderson Moreira Rodrigues, Nora Ney de Lima dos Santos","doi":"10.51249/gei.v5i01.1912","DOIUrl":"https://doi.org/10.51249/gei.v5i01.1912","url":null,"abstract":"This article addresses the theme “Active Methodologies: Active Methodologies as a Pedagogical Tool” and addresses the use of Active Methodologies as an innovative way to promote more meaningful and engaging learning. The article provides a comprehensive introduction to Active Methodologies, highlighting their core principles and how they differ from more traditional teaching strategies. It then discusses the practical application of these methodologies in the classroom, focusing on approaches such as problem-based learning, collaborative learning, and investment in the classroom. methodologies in the classroom. The potential benefits of using active learning methodologies are also explored, along with the challenges that educators may face when using these approaches. These benefits include greater engagement, empowerment, and application of knowledge in real-world situations. The article is based on relevant theoretical studies and references, such as the works of Araujo and Ramos (2023), Diesel, Baldez and Martins (2017), Nascimento and Coutinho (2016), Santos (2019) and others. By providing a comprehensive view of the subject, this article seeks to contribute to the understanding and adoption of Active Methodologies as a transformative pedagogical tool.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Historically, in our educational context, the work of teachers, especially recent graduates, has faced several challenges, especially when it comes to literacy in the initial grades of elementary school. A teacher who begins his career in literacy usually faces large classes and needs to deal with students who have different knowledge and experiences. Many students often have difficulties acquiring reading and writing skills and need interventions suited to their real needs. This article aims to present reflections/discussions/analyses about literacy for teaching reading in early grades. In terms of challenges, we observed the following results: the weakening of initial training, which ends up distancing theory from practice; classrooms with many students; internships carried out with gaps in supervision; curricula with more emphasis on theories than on literacy practices/methodologies; the lack of planning, or even a political pedagogical project, that guides the newly graduated literacy teacher in their work; in addition to the discontinuity of continuing education policies.
{"title":"LITERACY FROM A LITERACY PERSPECTIVE","authors":"Deusiane Dias Dos Santos","doi":"10.51249/gei.v5i01.1910","DOIUrl":"https://doi.org/10.51249/gei.v5i01.1910","url":null,"abstract":"Historically, in our educational context, the work of teachers, especially recent graduates, has faced several challenges, especially when it comes to literacy in the initial grades of elementary school. A teacher who begins his career in literacy usually faces large classes and needs to deal with students who have different knowledge and experiences. Many students often have difficulties acquiring reading and writing skills and need interventions suited to their real needs. This article aims to present reflections/discussions/analyses about literacy for teaching reading in early grades. In terms of challenges, we observed the following results: the weakening of initial training, which ends up distancing theory from practice; classrooms with many students; internships carried out with gaps in supervision; curricula with more emphasis on theories than on literacy practices/methodologies; the lack of planning, or even a political pedagogical project, that guides the newly graduated literacy teacher in their work; in addition to the discontinuity of continuing education policies.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The topic of traffic crimes is a growing concern in many countries, including Brazil, due to serious accidents, injuries, and deaths resulting from violations of traffic laws. The aim of this work is to analyze the characteristics and main differences between intentional and negligent crimes, as well as their application to traffic offenses. The distinction between intentional and negligent crimes in traffic offenses lies in the presence or absence of intent, which is the deliberate and conscious will to commit the crime, according to current legislation. The classification of a traffic offense as intentional or negligent depends on a detailed analysis of the circumstances of each specific case, taking into account factors such as the conduct of the agent, the resulting outcome, the causal link, and the agent’s culpability, based on court precedents. The development of this work highlights that traffic offenses are classified in the Brazilian Traffic Code (CTB) and can be categorized as intentional or negligent, depending on the conduct of the agent and the resulting outcome. Intentional crimes occur when the driver acts with the intention of causing the outcome, while negligent crimes occur when the driver behaves negligently, recklessly, or in an unskilled manner, resulting in a traffic accident. The reference work used in this study emphasizes the importance of considering the presence or absence of intent in differentiating between intentional and negligent crimes in traffic offenses and underscores the need for an individualized analysis of each case. This research employed a bibliographic review methodology, which was essential to provide a theoretical foundation for the study and identify gaps and research opportunities on this topic. In conclusion, the application of intent or negligence to a specific case will depend on the evidence presented to the judge, both by the Public Prosecutor’s Office at the time of indictment and by the defense during the presentation of the response to the charges. Thus, the classification of the conduct ceases to be of an objective nature and becomes subjectively evaluated by the judge.
{"title":"TRAFFIC CRIMES","authors":"Rafael Cabral de Albuquerque","doi":"10.51249/gei.v5i01.1911","DOIUrl":"https://doi.org/10.51249/gei.v5i01.1911","url":null,"abstract":"The topic of traffic crimes is a growing concern in many countries, including Brazil, due to serious accidents, injuries, and deaths resulting from violations of traffic laws. The aim of this work is to analyze the characteristics and main differences between intentional and negligent crimes, as well as their application to traffic offenses. The distinction between intentional and negligent crimes in traffic offenses lies in the presence or absence of intent, which is the deliberate and conscious will to commit the crime, according to current legislation. The classification of a traffic offense as intentional or negligent depends on a detailed analysis of the circumstances of each specific case, taking into account factors such as the conduct of the agent, the resulting outcome, the causal link, and the agent’s culpability, based on court precedents. The development of this work highlights that traffic offenses are classified in the Brazilian Traffic Code (CTB) and can be categorized as intentional or negligent, depending on the conduct of the agent and the resulting outcome. Intentional crimes occur when the driver acts with the intention of causing the outcome, while negligent crimes occur when the driver behaves negligently, recklessly, or in an unskilled manner, resulting in a traffic accident. The reference work used in this study emphasizes the importance of considering the presence or absence of intent in differentiating between intentional and negligent crimes in traffic offenses and underscores the need for an individualized analysis of each case. This research employed a bibliographic review methodology, which was essential to provide a theoretical foundation for the study and identify gaps and research opportunities on this topic. In conclusion, the application of intent or negligence to a specific case will depend on the evidence presented to the judge, both by the Public Prosecutor’s Office at the time of indictment and by the defense during the presentation of the response to the charges. Thus, the classification of the conduct ceases to be of an objective nature and becomes subjectively evaluated by the judge.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140413079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article, The Cremation of Corpses in the Current Canonical Codification and Its Pastoral Care: A Study Based on § 3 of Canon 1176 of the 1983 Code of Canon Law, derived from a master's thesis in Canon Law, is a detailed study on the acceptance of cremation within the context of the Catholic Church, marking a significant evolution from traditional burial norms. Employing a bibliographic research methodology, the article analyzes a wide range of sources, including books, scientific articles, and official Church documents, to outline a historical, theological, and legal panorama on the subject. The research highlights the transformation in the perception of death and funeral practices over time, examining the development of ecclesiastical norms from the initial prohibition of cremation in the 1917 Code to its conditional acceptance in subsequent legislations, culminating in the 2016 instruction Ad resurgendum cum Christo. This evolution reflects an adaptive response to social and cultural changes, maintaining consistency with the principles of the Christian faith. The historical and legal understanding of cremation in light of Vatican II provides a clearer and truer comprehension of funerals and cremation in the canonical and pastoral context of the Church. Finally, the article emphasizes the importance of pastoral care in funerals, highlighting cremation as a viable option that, while not preferred, is permitted as long as it does not oppose the doctrine of resurrection, reiterating the message of hope in eternal life.
本文《现行法典中的尸体火化及其牧灵关怀》（The Cremation of Corcedes in the Current Canonical Codification and Its Pastoral Care：基于 1983 年《教会法典》第 1176 条第 3 节的研究》一文源自一篇教会法硕士论文，是对天主教会接受火葬的详细研究，标志着传统土葬规范的重大演变。文章采用书目研究方法，分析了广泛的资料来源，包括书籍、科学文章和教会官方文件，勾勒出有关该主题的历史、神学和法律全景。研究强调了随着时间的推移，人们对死亡和殡葬习俗的看法发生了转变，考察了教会规范的发展，从最初的 1917 年《法典》禁止火葬，到后来的立法有条件地接受火葬，直至 2016 年的《Ad resurgendum cum Christo》指令。这一演变反映了对社会和文化变革的适应性反应，同时与基督教信仰的原则保持一致。根据梵二对火葬的历史和法律理解，使人们对教会教规和牧灵背景下的葬礼和火葬有了更清晰、更真实的理解。最后，文章强调了牧灵关怀在葬礼中的重要性，强调火葬是一种可行的选择，虽然不是首选，但只要不反对复活教义，重申永生希望的信息，火葬是允许的。
{"title":"THE CREMATION OF CORPSES IN THE CURRENT CANON CODIFICATION AND ITS PASTORALITY","authors":"Rawy Chagas Ramos","doi":"10.51249/gei.v5i01.1904","DOIUrl":"https://doi.org/10.51249/gei.v5i01.1904","url":null,"abstract":"This article, The Cremation of Corpses in the Current Canonical Codification and Its Pastoral Care: A Study Based on § 3 of Canon 1176 of the 1983 Code of Canon Law, derived from a master's thesis in Canon Law, is a detailed study on the acceptance of cremation within the context of the Catholic Church, marking a significant evolution from traditional burial norms. Employing a bibliographic research methodology, the article analyzes a wide range of sources, including books, scientific articles, and official Church documents, to outline a historical, theological, and legal panorama on the subject. The research highlights the transformation in the perception of death and funeral practices over time, examining the development of ecclesiastical norms from the initial prohibition of cremation in the 1917 Code to its conditional acceptance in subsequent legislations, culminating in the 2016 instruction Ad resurgendum cum Christo. This evolution reflects an adaptive response to social and cultural changes, maintaining consistency with the principles of the Christian faith. The historical and legal understanding of cremation in light of Vatican II provides a clearer and truer comprehension of funerals and cremation in the canonical and pastoral context of the Church. Finally, the article emphasizes the importance of pastoral care in funerals, highlighting cremation as a viable option that, while not preferred, is permitted as long as it does not oppose the doctrine of resurrection, reiterating the message of hope in eternal life.","PeriodicalId":504187,"journal":{"name":"Revista Gênero e Interdisciplinaridade","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140432825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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