DOI: 10.17151/rlee.2023.19.2.7
How to Cite
Benjumea-Loaiza, C. C. (2023). Didactic devices as spaces of decolonial formation for academic middle school students: An approach from the Religious Education class. Latinoamericana de Estudios Educativos, 19(2), 153–173. https://doi.org/10.17151/rlee.2023.19.2.7

Authors

Cetty Carlos Benjumea-Loaiza
Universidad Pontificia Bolivariana
cetty.benjumea@upb.edu.co
https://orcid.org/0000-0003-4530-5089

Abstract

Religious Education has historically been conceived as a school knowledge of hegemonic and alienating character that oppresses young people in their religious dimension. Therefore, this article describes a path of decolonization of this knowledge from the approaches presented by students inside the classroom. Relying on double hermeneutics, through social-pedagogical mapping, focal groups, didactobiographies and content analysis, a didactic device was configured that intersected the social representations of the students with the metalanguages of Religious Education.. The above generated a didactic situation in which learning of a confessional nature was transcended, giving rise to the study of the religious phenomenon in the strict sense, its relationship with
spirituality, interreligious dialogue and the relationship between religion and society. In this sense, it was evidenced that the teacher and the students built a space of recognition that transcended the confessionality, raising a dynamic of deconstruction of the dominant discourses allowing the configuration of the religious identity of each one of them, which in turn made possible the
opportunity to establish dialogues from religious freedom and the construction of subjectivities that questioned the immediate and mediate reality from the different discourses that were problematized through the didactic device.

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