Religious freedom and education in Peru
Today, the problem regarding religious freedom based on the course of religion present in the Peruvian educational curriculum arises, because, on the one hand, it is considered a fundamental factor for a good social and cultural formation, and, on the otherPart, is considered as injustice, since the diversity of religious entities that each family can opt for is not respected. Peru is a country that defends freedom of worship, which is contradicted since the course of religion only covers Catholicism, promoted as the main objective by the Vatican state.
According to subsection 3 of article 2 of the Political Constitution of Peru, it is affirmed that every natural person is the same before the law, so that any action or omission is prohibited that discriminates to a person because of their religious beliefs. The State recognizes the diversity of religious entities. On equal terms, they enjoy the same rights (1993);This approach is affected and refuted, because, when considering only Catholicism as a main religion in schools or other media, people who correspond to different religions are indirectly discriminated against, since their freedom of religion is not defended: "Religious freedom is understood, from there, in its primary and deep sense. It refers to the option of each human being to choose freely, whether or not he believes and whether or not he participates in a certain confessional organization; Everyone must feel with full freedom and autonomy to announce, communicate, in word and in writing, his own creed to every person ”(Coy 2009: 57). It is then illogical to affirm that a person has the right of freedom of conscience and religion, when in the educational center, which is an important factor in the influence of training in general, the idea represented as a subject is around a single entity Religious, Catholicism, of which not all students are believers; For this reason, it is unfair to students who do not share the same religion, to be participants because their religion is eliminated by this doctrine: “The hegemonic position in the Spanish (and educational) Spanish field of the Catholic Church has established itself in the new Plurality context (…) so imbricated was in the national-catholic ideology of Francoism the Catholic-Spanish identification that came to cancel any other option at school ”. (Ten of Velasco 2016: 279)
The content taught in the schools of the religion subject does not include religious doctrine itself. Part of the studies carried out by María Elizabeth Coy affirm that the teaching of religion is a fundamental area for the education of children and adolescents, since it promotes their positive values and attitudes as people, but in the same way, it is unnecessary to link it with theReligion itself because it does not have the essential presence of doctrine. The course of religion, not focusing on religion as such, does not need to be precisely studied, so the teaching strategies are basic: “Teaching materials organize and sequence information through learning contexts in whichMethodology of Ver-Jugging and Acting contrasts doctrine and Christian values with the circumstances of modern life that influence the life of faith and the acquisition of ethical and moral commitments ”(Delgadillo 2014: 15). By giving, then, a simple education about religion, causes complication in students to understand the subject, and in the worst case they relate it as boring and unnecessary, since classes are usually only considered to read theBible;The reason for this is the little dialectical and participatory that the class is. “The processes of analysis and reflection, sustained by the students, would be in turn, processes to seek the sense of learning, which generate certain critical positions in the students. These positions would lead to a greater statement from students’ learning in the subject ”(Delgadillo 2014: 55).
“At the same time that the Constitution took shape, agreements were being negotiated with the Holy See that tried to update the 1953 Concordat (…) in the educational field, the“ Agreement with the Holy See on the Holy See on the Holy See on the Holy See was signed on January 3, 1979Teaching and Cultural Affairs », which was ratified almost a year later, on December 4, 1979.”(Ten of Velasco 2016: 280).
The Vatican establishes the Catholic religion as the main one, with the signed concordat. The imposition of religion should not be intervened in the educational center, since religious formation is an issue that only corresponds to the family. “To have or not to have religion, decisively affects each person and society (…) educational institutions must offer it, but no one can impose their learning (…) Any coercion in religious matters, would be synonymous with dominion over the personand would go against the Constitution and the laws in force in the country ”(Coy 2009: 60). Parents have the right to choose the educational model they want for their children, and how this impact on their lives. By imposing the subject of religion, it can be related as disrespect, since different religious entities are not tolerated as an option in schools;Then parents are forced to carry out processes so that their children do not take the course, because their ideology is not respected.
Leave feedback