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Das passarelas das escolas de samba aos terreiros de candomblé, das festas de santo às comemorações do Dia da Independência, das pequenas comunidades às grandes cidades, no Brasil festejam-se todos os dias, todos os meses. Por algum motivo vai-se à festa, seja para dançar, desfilar, cantar; seja para louvar ao santo padroeiro, cumprir promessas, comemorar datas importantes. [...]

Imerso no mosaico que conforma a diversidade fundiária presente no campo brasileiro, onde sistemas fundiários consuetudinários coexistem com aqueles previstos na legislação brasileira, este artigo traz um estudo etnográfico da Martim, uma terra camponesa organizada no entretecimento de normas legais e locais, onde um sistema de propriedade privada da terra existe indissociavelmente articulado a um sistema de uso comum e indiviso partilhado por uma parentela. Uma terra de uma família camponesa localizada no sertão do estado da Bahia, no Brasil, que tem parte de seus membros vivendo alhures, em razão de seus movimentos migratórios, mas que opera como lugar central de encontro e reprodução de todo o grupo.

The Rt. Hon. Gordon Brown grew up the son of a minister in an industrial Scottish town before ascending the ranks of Britain's Labour Party to eventually serve as Prime Minister. Since leaving office, The Rt. Hon. Brown has focused on social justice, most recently speaking out on the shortfalls in the international response to Covid-19. He joined David to talk about his concerns over increased nationalism in Europe and around the globe, how he views the United States' role in world affairs, Russian President Vladimir Putin, and how almost losing his eye sight led to a career in politics.
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Pada beberapa institusi pendidikan sering tidak disadari telah melahirkan peserta didik / siswa yang memiliki sikap menutup diri dari kebenaran yang disampaikan oleh pihak lain, kecenderungan kepada pemahaman dan sikap ekstrim. Konsep Pendidikan Agama Islam (PAI) berwawasan moderat hadir untuk mengatasi hal tersebut. Sehingga dalam memahami nilai-nilai pokok multikultural mulai dari sikap inklusif terhadap perbedaan-perbedaan, menghormati, demokrasi, toleransi, menghargai hasil karya orang lain, sikap mengutamakan persatuan dan kesatuan dalam suatu komunitas atau masyarakat yang berbeda latar belakang suku, budaya, bahasa, agama, dan lain-lain, sehingga pada akhirnya siswa diharapkan mampu mempraktekkan sikap-sikap tersebut dalam kehidupan sehari-hari. Metode pembelajaran Pendidikan Agama Islam (PAI) berwawasan moderat yang dimaksud dalam tulisan ini adalah terfokuskan pada tiga hal; yaitu strategi pengorganisasian pembelajaran, strategi penyampaian pembelajaran, dan strategi pengelolaan pembelajaran.

Pendidikan Agama Islam sangat penting untuk menciptakan masyarakat yang cerdas, damai, terbuka, demokratis dan berakhlak. Apabila hasil Pendidikan Agama Islam ingin ditingkatkan, maka harus melakukan perubahan dan penyempurnaan, termasuk penyempurnaan kurikulum. Departemen Pendidikan dan Kebudayaan (Depdikbud), merencanakan perubahan kurikulum mulai tahun ajaran 2013/2014, seperti yang telah dilakukan oleh Kemendikbud dengan mengubah kurikulum tingkat satuan pendidikan (KTSP) menjadi Kurikulum 2013. Penerapan kurikulum 2013 akan mengedepankan pelajaran moral dan akhlak. Mata pelajaran agama, yang semula hanya dua jam per minggu, ditambah menjadi tiga jam per minggu. Di dalamnya termasuk penambahan pelajaran budi pekerti. Berbagai komponen yang terdapat dalam pendidikan ini sering berjalan apa adanya, alami dan tradisional, karena dilakukan tanpa perencanaan konsep yang matang, akibat dari keadaan demikian, mutu pendidikan Islam sering kurang menggembirakan. Untuk merealisasikan permasalahan tersebut maka dibutuhkanya manajemen, apalagi setelah adanya penggabungan mata pelajaran Pendidikan Agama Islam dan Budi Pekerti dalam Kurikulum 2013.

Teachers are required to have superior competence in their field, pedagogical competence of teachers is one of the competencies required of every teacher in any field of education and, not least teachers PAI. Increased PAI Teachers Pedagogic Competence in Learning to be more focused and a special concern for Islamic educational institutions in particular and government in general. Teachers who could humanize the character and noble, noble character, and personality superior and dignified exist on teacher PAI, when teachers PAI can not increase the competence of pedagogical, it will affect the students receive knowledge transformation in the learning process, so that learning is considered failed and education became a taboo and is not important in view of the public. Human resource development, especially for teachers of Islamic education is a right answer to straighten out problems in education that has been ensnared education, in order to be repaired morals and manners of generation of people in accordance with the teachings of Islam that is almost swallowed by the times.

Implementation of Demonstration Methods in PAI Subjects on Body Care Sub Material SMK Negeri 1 Cipanas. This research is motivated by the large number of families who cannotafford the care of the corpse so it is carried out by other people. The purpose of this study was to determine the planning, implementation, and evaluation of demonstration methods of PAI subjects in the sub-material of corpse care at SMK Negeri 1 Cipanas , Cianjur Regency and it is hoped that it can provide useful contributions for the future of students. The method used by researchers is descriptive with a qualitative approach. Data collection techniques through observation, interviews, and documentation. The results of this study indicate that the planning of learning PAI K-13 material for body care in class XI SMK Negeri 1 Cipanas Cianjur has been prepared by the government where the PAI teacher only implements it. The implementation of PAI learning material for body care uses a scientific approach with a demonstration method. Evaluation of PAI learning material on body care in class XI SMK Negeri 1 Cipanas Cianjur includes three aspects, including affective, psychomotor, and cognitive assessment. The supporting factors for the implementation of the demonstration method in PAI learning material on the care of the corpse at SMK Negeri 1 Cipanas include: teachers, students, learning environment and facilities. Meanwhile, the inhibiting factor is the lack of critical attitude of students in learning PAI in the material of funeral care.

Radical action is a serious problem facing the Indonesian people. This case cannot be separated from the lack of public attention to religious education Coupled with the role of the government which pays little attention to the Islamic Religious Education system for schools in Indonesia. Islamic Education that fosters moderate character can be a solution to this problem. Therefore the purpose of this study is to explain how Islamic Religious Education plays a role in deradicalization and how PAI's curriculum innovations can produce people of moderate character. This research is a literature research using content analysis. The conclusion of this research is that first, Islamic Education can play a role in deradicalization through material content, the Teacher's thinking style and teacher's guidance to students. Secondly, curriculum innovation to form moderate character can be done by giving a load of tolerance values and patriotism, creating teachers with an inclusive paradigm, implementing learning in a creative and actual way.

Estudo qualitativo descritivo cujo objetivo é compreender os significados de ser pai na adolescência, de recém-nascidos hospitalizados na Unidade de Internação Neonatal do Hospital de Clínicas de Porto Alegre, RS. Os participantes foram sete pais adolescentes, com idade entre 17 e 19 anos, que estavam acompanhando seus bebês durante a hospitalização, no período de outubro de 2004 a fevereiro de 2005. Respeitando as questões éticas, o projeto foi aprovado pelo Comitê de Ética em Pesquisa da referida Instituição. Os participantes com 18 anos ou mais assinaram o Termo de Consentimento Livre Esclarecido; os pais adolescentes menores de 18 anos foram acompanhados e autorizados por seus pais ou responsáveis. A coleta de informações ocorreu por meio de entrevista semi-estruturada e observação participante. Para análise e interpretação dos dados, foi utilizada a análise de conteúdo proposta por Gomes. Dentre os temas, destaca-se a "Vivência Familiar e Social do Pai Adolescente", de onde se originaram os subtemas: Família de Origem do Pai Adolescente; Gravidez: Reação da Família de Origem do Pai Adolescente e da Companheira; Construção da Nova Família; Apoio Familiar. Retrata-se o momento em que o casal de adolescentes consolida sua própria família, tendo como base o apoio de suas famílias de origem.

This research examines the problems that often occur in the world of education. The level of criminalization of PAI teachers is very frequent lately. The lack of a firm attitude from the government makes this problem often occur in various regions. It is the duty of the government to minimize the occurrence of criminal acts against teachers. Efforts that can be made at this time are the need for affirmation related to government regulations by developing policies related to legal protection for the teaching profession and disseminating information to the entire community regarding these policies. Becoming a profession as a teacher is a very noble job, which is naturally given a protection or legal umbrella in carrying out his profession as a teacher. The government makes a policy to provide legal protection for a teacher in carrying out his duties as an educator. This is stated in Article 39 of Law Number 14 of 2005 which states that education units are obliged to provide protection to teachers when carrying out their duties. Then the second paragraph of article 39 includes legal protection, professional protection, protection of occupational safety and health. In addition, PAI teachers are also entitled to a legal umbrella in carrying out their duties and responsibilities as well as intellectual rights as stated in Article 14 of this Law. Legal protection for a PAI teacher in carrying out his profession includes acts of violence, then threats, discriminatory treatment, intimidation, or unfair treatment on the part of students, parents of students, and the community.