INTERCULTURAL EDUCATION AND RELIGIOUS PLURALISM: PEDAGOGICAL PROPOSALS FOR DIALOGUE
DOI:
https://doi.org/10.5944/educxx1.17489Keywords:
Religious education, cultural pluralism, intercultural programs, cooperative learning, civics.Abstract
Cultural diversity also subsumes the religious diversity in a society and, byextension, in the world. Starting from this premise, this paper advocates a
dialogical pedagogy capable of paving the way for intercultural educational
innovation which can optimize the students’ knowledge and appreciation of
the existing religious pluralism in civil society. This work is aimed at emphasizing the possibility of developing, also in this dimension, a well-designed education action, addressing the appreciation for religious pluralism in the classroom from elementary education to university. Method. Considering different hypotheses on the dialogical construction of learning, a review is carried out regarding the intrinsic historical components for dealing with this issue (dialogue and ethical development; migration flows and religious diversity; intercultural education and new illustration; religion, citizenship and human rights; or religion, cultural diversity and dialogic pedagogy). Results. The need for intercultural education to clearly address the issue of religious pluralism is highlighted, for which, with pedagogical and curricular criteria, cooperative learning is justified, proposing new action techniques in the classroom, more specifically, Jigsaw, case studies and autobiographies. Conclusion. Taking care not to mystify them, the techniques of cooperative action in the classroom may contribute to the progress of a dialogical pedagogy which, in this case, implies that students would increase their awareness of the various religious views of existence. Of course, it also implies that such pedagogy would not impede the deployment of constructive controversies related to crucial issues in life.
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