The inhabited house. Intercultural and critical religious education
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Descripción: | This article aims to establish a relationship between critical pedagogy and intercultural religious education. It is based on the contributions of Paulo Freire's critical pedagogy and the model of intercultural religious education proposed by scholars from the Ecumenical School of Religious Sciences of the National University of Costa Rica. The article adopts the indigenous metaphor of the common house as an inhabited space in which religious education has the mission of generating educational processes oriented towards respectful coexistence based on the diversity of beliefs, spiritualities, and convictions. For this purpose, the existence of a critical reflection is deemed as fundamental in learning, a critical reflection on the situations that were, and still are, a cause of discrimination, homogenization, and social marginalization of culturally diverse groups. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/16110 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/siwo/article/view/16110 |
| Palabra clave: | Critical pedagogy intercultural religious education multicultural contexts Pedagogía crítica educación religiosa intercultural contextos multiculturales Pedagogia crítica educação religiosa intercultural contextos multiculturais |