Repensando la educación comparada y la religión: tentaciones, tradiciones y política
DOI:
https://doi.org/10.5944/reec.33.2019.22229Palabras clave:
Educación comparada, racionalidades deductivas, religiónResumen
Este artículo comienza rechazando algunas formas tradicionales de abordar el tema de la Educación comparada y la religión y la educación. En parte, esto se debe a que algunos temas, en términos de religión y educación, han sido bien cubiertos. En términos más generales, hay un rechazo explícito del supuesto cliché de que los 'artículos de educación comparada' se comparan (por ejemplo, sistemas educativos en Argentina y Australia, o en Brasil y Bolivia, y así sucesivamente), yuxtaponiendo narrativas sobre cualquier tema antiguo que interesa el escritor, siempre que las narraciones sean sobre dos o más países diferentes. Afortunadamente, algunos cambios actuales en la «mirada epistémica» de la educación comparada crean nuevos niveles de dificultad teórica y permiten una ruptura con el problema de equilibrio político clásico del Estado liberal secular que hace malabares con las opciones de política educativa y con los grupos religiosos en competencia. A partir de un axioma diferente, se ofrece un bosquejo de nuevas posibilidades. El boceto es teóricamente torpe, pero abre una forma estratégicamente diferente de contar historias de educación comparativa, del tipo que tradicionalmente no hemos tratado de contar. La conclusión del artículo hace una conjetura sobre por qué la religión y la educación podrían convertirse nuevamente en un tema importante en la Educación comparada.
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