Ceremonias y Símbolos: Aportes al Diálogo Interreligioso en la Educación Intercultural
Ceremonias y Símbolos: Aportes al Diálogo Interreligioso en la Educación Intercultural
Authors
Sepúlveda, Jéssica
Ortiz, Conny
Carihuentro, Sergio
Castillo, Andrea
Ortiz, Conny
Carihuentro, Sergio
Castillo, Andrea
Profesor Guía
Authors
Date
2023
Datos de publicación:
10.7770/CUHSO-V33N1-ART588
Cultura, Hombre, Sociedad (CUHSO), Vol.33, N°2, 271-300, 2023
Cultura, Hombre, Sociedad (CUHSO), Vol.33, N°2, 271-300, 2023
Tipo de recurso
Artículo de Revista
Keywords
Ceremonias y símbolos religiosos - Diálogo interreligioso - Educación intercultural
Materia geográfica
Collections
Abstract
El presente artículo tiene como objetivo mostrar los principales resultados del trabajo de sistematización sobre la experiencia de convivencia interreligiosa del establecimiento educacional católico, Liceo Intercultural Técnico Profesional Guacolda. Específicamente, se centra en la participación del estudiantado en las ceremonias de dos tradiciones religiosas y su posible influencia en la apertura al diálogo interreligioso. El interés temático obedece a que una de las características fundamentales del establecimiento educacional y que define su identidad como proyecto educativo intercultural, es la realización de ceremonias religiosas católicas y mapuches, las cuales presentan dos aspectos distintivos: poseen un fundamento técnico - curricular, y su autenticidad al seguirlos protocolos rituales de cada tradición religiosa. La sistematización, desde una metodología dialéctica: praxis-teoría-praxis, lleva a problematizar principalmente la categoría diálogo interreligioso, muy discutible en un contexto de educación intercultural. La aproximación al tema de estudio desde la dimensión religiosa – poco explorada en los estudios interculturales – aporta información valiosa que enriquece la comprensión de la convivencia intercultural. Se concluye lo siguiente: la relevancia de la formación espiritual fecundada por las dos tradiciones religiosas, la importancia de los símbolos en la construcción de la identidad y la identificación de tres tipologías del estudiantado que correlaciona la formación de la identidad religiosa y su apertura al diálogo interreligioso.
The purpose of this article is to present the main findings resulting from a systematization of the experience with interreligious coexistence at the Catholic school, Liceo Intercultural Técnico Profesional Guacolda. It specifically focuses on the participation of the student body in the ceremonies of two religious traditions and their possible influence on openness to inte-rreligious dialogue. The interest in this topic stems from the fact that one of the fundamental characteristics of the school, which defines its identity as an intercultural educational project, is the celebration of both Catholic and Mapuche religious ceremonies. These can be differentiated along two lines: their technical-curricular basis and their authenticity in terms of following the ritual protocols of each religious tradition. The systematization, stemming from a dialectic praxis-theory-praxis methodology, mainly challenges the “interreli-gious dialogue” category, which is a highly debatable concept in a context of intercultural education. The approach to the study problem from a religious dimension – largely unexplored in intercultural studies – contributes valuable information that enriches the understanding of intercultural coexistence. The conclusions drawn include the relevance of spiritual guidance enhanced by the two religious traditions, the importance of symbols in building identity, and the identification of three student body typologies, which correlate to the develo-pment of their religious identity and their openness to interreligious dialogue.
The purpose of this article is to present the main findings resulting from a systematization of the experience with interreligious coexistence at the Catholic school, Liceo Intercultural Técnico Profesional Guacolda. It specifically focuses on the participation of the student body in the ceremonies of two religious traditions and their possible influence on openness to inte-rreligious dialogue. The interest in this topic stems from the fact that one of the fundamental characteristics of the school, which defines its identity as an intercultural educational project, is the celebration of both Catholic and Mapuche religious ceremonies. These can be differentiated along two lines: their technical-curricular basis and their authenticity in terms of following the ritual protocols of each religious tradition. The systematization, stemming from a dialectic praxis-theory-praxis methodology, mainly challenges the “interreli-gious dialogue” category, which is a highly debatable concept in a context of intercultural education. The approach to the study problem from a religious dimension – largely unexplored in intercultural studies – contributes valuable information that enriches the understanding of intercultural coexistence. The conclusions drawn include the relevance of spiritual guidance enhanced by the two religious traditions, the importance of symbols in building identity, and the identification of three student body typologies, which correlate to the develo-pment of their religious identity and their openness to interreligious dialogue.