Ceremonies and Symbols: Contributions to Interreligious Dialogue in the Context of Intercultural Education

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datacite.alternateIdentifier.citationCUHSO-CULTURA-HOMBRE-SOCIEDAD,Vol.33,2023
datacite.creatorPizarro, Jessica Sepulveda
datacite.creatorChavez, Conny Ortiz
datacite.creatorMillaleo, Sergio Carihuentro
datacite.creatorMunoz, Andrea Castillo
datacite.date2023
datacite.subject.englishReligious ceremonies and symbols
datacite.subject.englishinterreligious dialogue
datacite.subject.englishinter cultural education
datacite.titleCeremonies and Symbols: Contributions to Interreligious Dialogue in the Context of Intercultural Education
dc.date.accessioned2024-05-27T18:27:20Z
dc.date.available2024-05-27T18:27:20Z
dc.description.abstractThe 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 Tecnico 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 interreligious 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 'interreligious 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 development of their religious identity and their openness to interreligious dialogue.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5741
dc.language.isoes
dc.publisherUNIV CATOLICA TEMUCO
dc.sourceCUHSO-CULTURA-HOMBRE-SOCIEDAD
oaire.resourceTypeArticle
uct.indizacionESCI
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