Voluntáriado religioso: uma análise da Revista Adventista (1982-2018)

Abstract

O presente estudo descreve o desenvolvimento histórico da Igreja Adventista do Sétimo Dia (IASD), assim como aborda as tendências em relação ao voluntariado religioso adventista brasileiro. Mais especificamente, analisa as tendências apresentadas na Revista Adventista (RA) sobre voluntariado religioso (1982-2018), em busca de citações correlativas sobre o tema, visando mensurar, identificar e avaliar o desenvolvimento dos voluntários religiosos adventistas brasileiros. A discussão ocorreu a partir de uma análise documental, com abordagens quantitativa, qualitativa e bibliográfica, buscando-se discutir como está registrado esse e os demais descritores correlativos na RA. A pesquisa apresentou esse contexto histórico de diferenças, entre fraquezas e oportunidades, e assim buscou clarificar a importância do uso do termo “voluntariado” e o seu papel necessário para a história do desenvolvimento da IASD nas últimas décadas. Com base na análise desenvolvida, são levantadas algumas inquietações em relação aos desafios do voluntariado religioso adventista brasileiro, entre as quais destacam-se necessidades de envolvimento pessoal, busca de atuação em alcance global, estruturas flexíveis, parcerias ativas e comunicação transcultural intencional, assim como reflexão acadêmica mais aprofundada sobre o assunto.

The current discussion on the interactions between the expressions of spirituality and the public spheres covers a wide circle of civil society institutions. That discussion is put as main theme and raises dialogue in several areas. Subjects such as secular state and plurality, religious freedom and democracy are being brought to light for a better understanding of the processes that underlie these topics. In this sense, the school is enlisted as one of the constituents of this social dynamic, because the possibilities and challenges necessary for an attitude of tolerance are enhanced in its sphere of action and, therefore, it is set as a space for practices that should encompass plurality - whether religious, cultural, ethnic or social. This study contributes to this debate, considering Waldorf Pedagogy as an object of study in a theoretical framework that depicts it as education for spirituality which seeks to integrate diverse expressions in the scope of curricular, anthropological and social spheres through its principles and work methodology, taking into account how this dialogue can be built in a plural and secular society. Methodologically, the concepts of freedom and spirituality developed by Rudolf Steiner in the work The Philosophy of Freedom (1894) were analyzed through commentators and critics. For this, the issue of education for tolerance and plurality as constituent elements of a democratic state was brought to attention in contrast to the concept of freedom as pointed out by Steiner and the question of a non-dogmatic view on issues of individual spirituality and its relationship with cultural and religious values in a secular society. Intending to assess the extent to which these concepts contribute to the philosophical foundation of Waldorf Pedagogy, taking it into account the context of the debate on the issue of secularism and plurality, this examination sets this pedagogical method in the scope of spirituality and democracy. Therefore, it seeks to demonstrate the relevance of pedagogical ideas as a set of practices that provide students with the experience of pluralism and an attitude of tolerance based on such conception of spirituality. It was possible to evaluate how pedagogical praxis through cultural diversities needs to find updated forms of expression in order not to become anachronistic or reproduce models of control, thus, notes and reflections relevant to the context of Waldorf Education in Brazil were made.