El diálogo interreligioso en el espacio público: retos para los agentes socioeducativos en Cataluña

Abstract

[152] [ ABSTRACT: This article examines the concept and the elements that encourage intercultural and interreligious dialogue, from the point of view of experts involved in the management of religious diversity in the public space: policy-makers, associations and academics in Catalonia. It responds to a comprehensive-descriptive study with a qualitative approach and an hermeneutic-interpretative rationale as the most appropriate methodology to examine the accounts of the three aforementioned groups. Eleven individual semi-structured interviews have been conducted with representatives of each group. The results reveal different but complementary definitions of interreligious dialogue: the relationship between culture and religion, dialogue as a first step of mutual recognition and the benefits of it. The participants contribute elements that facilitate this dialogue. It concludes with a management model of religious diversity in the public space with community and educational proposals to guide future prevention, mediation and social cohesion policies in Catalonia.PALAVRAS-CHAVE: diversidade cultural estudos de religiões grupos religiosos e culturais imigração atitudes sociais ambiente social RESUMO: Este artigo examina o conceito e os elementos que favorecem o diálogo intercultural e interreligioso, do ponto de vista de especialistas envolvidos na gestão da diversidade cultural no espaço público: profissionais da Administração, entidades sociais e o mundo acadê-mico da Catalunha. Responde a um estudo descritivo-abrangente que segue uma abordagem qualitativa, e no qual a base hermenêutico-interpretativa foi escolhida para obter a explicação desses três grupos. Onze entrevistas semi-estruturadas foram desenvolvidas para os participantes representativos de cada uma delas. Os resultados revelam definições diferentes mas complementares do diálogo inter-religioso: a relação entre cultura e religião, o diálogo como primeiro passo para o reconhecimento mútuo e os benefícios dele. Os participantes contribuem com elementos que facilitam esse diálogo. Conclui com um modelo de gestão da diversidade religiosa no espaço público com propostas comunitárias e educacionais para orientar futuras políticas de prevenção, mediação e coesão social na Catalunha. IntroducciónLas distintas tradiciones religiosas siempre han estado en contacto, pero las miradas mutuas de las religiones han sido excluyentes y su rivalidad ha causado muchos conflictos y enfrentamientos sociales (Javier, 2014). En la Europa actual, el contacto entre religiones ha aumentado por la inmigración, haciendo más compleja la presencia de la religión en el espacio público y confirmando el vaticinio que ya avanzó Kettel (2009): "el debate sobre el papel de la religión en la esfera pública parece ser uno de los temas que definen el siglo XXI" (p. 1). Efectivamente, los conceptos relacionados con la religión despiertan discusión y controversia, generando emociones y sentimientos de alta intensidad (Brie, 2011).Hozu y Frunza (2013) argumentan dos principios que funda...

Intercultural and Interreligious Dialogue Competences in Adolescents in Barcelona and Melilla (Spain)

“…Working on intercultural sensitivity and interreligious dialogue should, therefore, be undertaken at all stages and educational levels in order to build attitudes of tolerance and solidarity amongst all cultural groups, both in formal and informal education. This will result in both personal and cultural enrichment, as argued by Sabariego et al (2018).…”

“…This plurality of beliefs and religions is also reflected in the classroom, and it is, therefore, important to work on intercultural competencies in education in order to strengthen coexistence among culturally diverse people (Arroyo-González and Berzosa-Ramos 2021), especially since formal education is one of our most influential tools for developing the values of tolerance and solidarity (Jiménez-Rodrigo and Guzmán-Ordaz 2016). For this reason, Sabariego et al (2018) consider that the role of schools and other education centers, both formal and informal, is vital for enhancing knowledge of cultural and religious diversity and that this can be both personally and culturally enriching.…”

Interreligious Competence (IRC) in Students of Education: An Exploratory Study

“…On the one hand, there are the activities associated with the IRD movement. These activities, which include the interfaith movement (Fahy and Bock 2020), the multifaith movement (Halafoff 2013), interreligious dialogue in education (Sabariego et al 2018), and interreligious cooperation (Boehle 2018)-bring together initiatives, networks, and organizations whose focus is the promotion of interfaith relations and cooperation. On the other hand, the notion of IRD has entered the political arena.…”

“…Our study follows the first of the aforementioned approaches to IRD. Specifically, it addresses the dimension of IRD in education (Sabariego et al 2018). This approach conceives education as a key strategy in the development of a democratic, inclusive, equal, and dialogical citizenship so as to achieve social cohesion.…”

Estudio exploratorio sobre los factores relacionados con la competencia intercultural y el diálogo interreligioso en adolescentes en un contexto multicultural

“…Conocer las diferentes culturas de los compañeros del aula va a generar un clima caracterizado por la tolerancia y la solidaridad (Jiménez-Rodrigo & Guzmán-Ordaz, 2016) así como fomentar la actitud crítica hacia las diferencias sociales y culturales que pueden estar incidiendo en el respeto a los otros, para ello es importante desarrollar las competencias hacia el dialogo intercultural y religioso (Vilà Baños et al, 2022a). Un respeto que debe implicar un intercambio de puntos de vista de personas de diferentes procedencias, con una cultural religión y lengua (Sabariego et al, 2018). De esta forma podemos evitar que se promocionen formas identitarias hegemónicas a través de las narrativas nacionales y se favorezca la inclusión educativa en un entorno que promueva la convivencia desde la diversidad cultural (Da Silva-Ramos, 2019) Uno de los principales retos a los que se enfrentan los centros educativos es la falta de comprensión y empatía hacia este colectivo.…”