Apuntes para una Educación Religiosa en perspectiva no parametral
Date
2021-10-31
Authors
item.contributor.advisor
item.page.orcidurl
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Finis Terrae
item.page.isbn
item.page.issn
2452-5936
item.page.issne
item.page.doiurl
Abstract
La Educación Religiosa como saber escolar se posiciona como el espacio
privilegiado a través del cual el maestro y los educandos discurren en torno a
la configuración de su dimensión religiosa, razón por la cual esta asignatura
debe ser concebida como una mediación que favorece que los educandos
puedan expresar sus cuestionamientos en torno a las búsquedas que hacen
para hallar respuesta a la pregunta por el qué creer. Así, surge la propuesta
de la Educación Religiosa en perspectiva no parametral, como una forma
de plantear este saber escolar que escapa a las lógicas normalizadoras de un
sistema de creencias dominante y se posiciona en la orilla de la construcción
de los significados y sentidos que van abordando el maestro y el educando
a partir de la exploración de la relación con el misterio, la búsqueda de
sentido y la necesidad humana de autotrascendencia. Su objetivo es lograr la
configuración de la identidad religiosa, lo que lleva a docentes y estudiantes
a establecer diálogos en términos de libertad religiosa a la vez que, desde sus
posturas, hacen frente a las distintas problemáticas religiosas contemporáneas
que se presentan en su contexto inmediato y mediato.
Religious Education as school knowledge, is positioned as the privileged space through which the teacher and the students discuss about the configuration of their religious dimension, that is why this subject should be conceived as a mediation through which students can express their questions about the searches they make to find an answer to the question of what to believe. From the above, the proposal of Religious Education in a non-parametral perspective arises, as a way of approaching this school knowledge that escapes the normalizing logics of a dominant belief system, it is positioned on the shore of the construction of the meanings and senses that the teacher and the student are approaching from the exploration of the relationship with the mystery, the search for meaning and the human need for self-transcendence; thus achieving the configuration of religious identity, which leads them to establish dialogues in terms of religious freedom while, from their positions, they face the different contemporary religious problems that arise in their immediate and mediate context.
Religious Education as school knowledge, is positioned as the privileged space through which the teacher and the students discuss about the configuration of their religious dimension, that is why this subject should be conceived as a mediation through which students can express their questions about the searches they make to find an answer to the question of what to believe. From the above, the proposal of Religious Education in a non-parametral perspective arises, as a way of approaching this school knowledge that escapes the normalizing logics of a dominant belief system, it is positioned on the shore of the construction of the meanings and senses that the teacher and the student are approaching from the exploration of the relationship with the mystery, the search for meaning and the human need for self-transcendence; thus achieving the configuration of religious identity, which leads them to establish dialogues in terms of religious freedom while, from their positions, they face the different contemporary religious problems that arise in their immediate and mediate context.
Description
item.page.coverage.spatial
Santiago, Chile
item.page.sponsorship
Citation
Keywords
item.page.dc.rights
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)