Resumen
The presence of religion in the curriculum of a public school system is a controversial topic. This paper offers a hermeneutic analysis of Decree 924/83, the primary regulatory instrument overseeing the role of religion in schools and higher education in Chile. The aim is to uncover its principal challenges and propose new perspectives grounded in philosophical arguments. Specifically, three critical nodes are identified that arise from the interpretation of Decree 924/83 in its text and implementation: exclusivism, confessionalism, and (possibly) religious illiteracy. To overcome these challenges, a new approach is proposed, suggesting that religious classes be presented as a universal, mandatory, and non-denominational educational asset. Finally, we offer some implications for future academic research and public policy regarding the presence of religious education in the Chilean school system.
Título traducido de la contribución | Teaching religion in the Chilean school system: Problems and perspectives from a philosophical approach |
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Idioma original | Español |
Publicación | Pensamiento Educativo |
Volumen | 61 |
N.º | 1 |
DOI | |
Estado | Publicada - abr. 2024 |
Publicado de forma externa | Sí |
Palabras clave
- philosophy of education
- public school system
- religion
- secularization