FOUNDATIONS AND PERSPECTIVES OF EDUCATION AT IEADAM: THEORY AND PRACTICE

Abstract

This article aims to investigate the foundations and perspectives of Christian educational practice within the context of the Evangelical Assembly of God Church in Amazonas (IEADAM). The phenomenon is understood as an intentional and systematic process of integral formation encompassing the spiritual, intellectual, moral, emotional, and social dimensions of individuals in critical-reflective dialogue with contemporary pedagogical paradigms. Using a methodological approach of bibliographic and documentary research, with emphasis on the institutional apparatus comprised of the Continuing Christian Education Program (PECC), the Sunday School (EBD), the Bible Institute of the Assembly of God in Amazonas (IBADAM), and the Boas Novas Faculty (FBN), the investigation clarifies the epistemological and conceptual matrices inherent in Christian education. Furthermore, the analytical scope follows the formative project endorsed by IEADAM, adopting the pedagogy of Jesus as a methodological model for contemporary teaching. Evidence suggests that Christian education, institutionalized as a community-based and ongoing project, fosters a framework connecting confessionality, cognition, and ethical practice. By incorporating active and dialogical strategies, this formative model consolidates ethical and spiritual guidelines and equips individuals for responsible and transformative social intervention, particularly relevant to the specificities of the Amazonian Pentecostal socio-religious ecosystem. This research is characterized as bibliographical, based on authors in the field of Christian Education and education in general. The results indicate that Christian Education promotes a holistic education, contributing to the development of individuals aware of their social, ethical, and spiritual responsibility.