Interactions between religiosity and teaching in adventist school teachers

Abstract

This study seeks to understand the dialectic, the movement, the contradictions and the interaction between the religious sphere and the teaching sphere, based on the narratives of elementary school teachers from a confessional Adventist school. The qualitative research was carried out in an Adventist school in the city of São Paulo. The Reflective Interview was used with two teachers, as well as a sociodemographic questionnaire prepared by the author and the application of the Duke University Religiosity Scale (DUREL). The research had as its field reference the authors of Adventist pedagogy and as theoretical references Ciampa's theory of human identity and Berger and Luckmann's concepts of socialization. The interview data was grouped into three axes and then discussed: Axis 1: Childhood, family and schooling; Axis 2: Religiosity; Axis 3: Religiosity and teaching. It was possible to observe coherence between the fundamental beliefs of the Seventh-day Adventist Church and, consequently, Adventist pedagogy and the participants' statements. The teachers profess and practice Adventist Christian religiosity, adopting their worldview both in life, outside of teaching, and in pedagogical practice. With Ciampa, we observed a narrative marked by interactions with other individuals, with metamorphosis appearing at various times, because of and/or from the attribution of roles that they experienced, influenced by the acceptance of the Christian-adventist reference, with characteristics coming from primary socialization and assumed in secondary socialization. It is necessary to carry out further studies combining religiosity, teaching and identity, using other study methods.