On the challenges of theological education in Latin America: post/de-colonial perspectives
The purpose of this article is to develop a critical analysis of Latin American theological education today from a post/de-colonial perspective, especially from two vectors: around the what and the how of the theological task. In this sense, the colonial matrix present in the hegemonic modern-centri...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/70892 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/70892 |
| Access Level: | acceso abierto |
| Palabra clave: | theological education decoloniality coloniality epistemology identities educación teológica descolonialidad colonialidad epistemología identidades educação teológica decolonialidade colonialidade epistemologia |
| Sumario: | The purpose of this article is to develop a critical analysis of Latin American theological education today from a post/de-colonial perspective, especially from two vectors: around the what and the how of the theological task. In this sense, the colonial matrix present in the hegemonic modern-centric framework of theological education is recognized, both in epistemic and pedagogical terms; that is, in how theology is done, who are its central actors and how knowledge circulates. Decolonial theory will be used, especially from the contribution of Latin American authors, to develop, analyze and reread these limiting aspects of theological education, to then develop a series of challenges, oriented to the need to reimagine its institutionality, rethink the curriculum and epistemically open the formation yo re-politicize theological production. |
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