CONFESSIONALISM AND VALUE FORMATION: AN ANALYSIS OF THE PEDAGOGICAL PRACTICE OF THE PRESBYTERIAN EDUCATIONAL AND SOCIAL INSTITUTE (IPES) BASED ON BANDURA’S THEORY

Abstract

This study is an excerpt from a master’s thesis defended in 2025 at PPGE/UFT, approved by the CEP’s Substantiated Opinion under number 6,504. 210 and aims to analyze the narratives of participants at the Presbyterian Educational and Social Institute (IPES), identifying elements of Social Learning Theory present in the institution’s educational practices and values formation. The research, conducted with support from Capes, falls within the field of denominational educational institutions and was carried out from a cultural history perspective, centered on the oral history method. For this article, Bandura’s Social Learning Theory proved relevant, as its elements contribute to understanding the educational process at the aforementioned institute and, above all, how learning occurs within its pedagogical practice. The data highlight the adoption of behavioral models historically established by the institution, which currently result in the assimilation of the Presbyterian denominational mission, even within the context of an educational system governed by state legislation.