Religión a la iglesia y educación a la escuela

Religion to church and education to school

By: Esteban Santamaria Delgado

There are some aspects that Colombian education should revise in its Curriculum. It is the case of the religion as a subject. For Freire (1997) the educational purpose around the world is to promote the critical and the autonomous thinking in students. But, institutions just take one perspective to teach, Catholicism, as if it were the only religion for students. The law defends this subject but it is not clear if religion is an obligation or a right. For knowing this, it is necessary to analyze the religion as a subject, in the Colombian’s school.

Colombia is a highly religious country and this is because of the Spain’s tradition. As we know, Colombia was conquered by Spain, and they gave to Colombian their culture, religion, language and tradition. Torrealba (2001) affirms that religion has helped to organized and to develop a society during the history of the world. Also besides imparting a belief in a god, religion aims to promote the teaching of culture in a country: rituals, spiritualism, history, traditions. But, on the other hand, into the church there are some violence acts that could be taken into consideration when children are been educated. It is for example to pray before the cross in which there is a man that is nailed with some cloves in his hands and feet, therefore, he is suffering from pain. This is an image quite strong for kids, and it could bring up implications in the way kids would see the world in future. Religious education should promote critical thinking and not to provide just one truth.

Education should promote the autonomy and critical thinking in science. For example: for religion, topics like: the evolution, the cause for social problems or weather effects, are related to god’s existence. Savater (1997) sustains, if religion was taught by geologists, historians, anthropologists, philosophers, or other sciences, it would promote critical and independent thinking. This subject should be based on the history and culture of all different religions. In this way, religious class would allow students to choose which religion they want to follow.

Colombian’s law also defends this subject at school. According to the Colombian constitution, the Law 115 of 1994, based on the articles 23, 24, 30, 92, 104, 200; and the Law 133 of 1994, based on the articles 1, 3, 6. Support the right of free will and thus no one can be forced to take Catholic religion. Contradictorily, the constitution requires each public educational institution to have in its curriculum the subject in which religion is taught (art. 23°). And if the Colombian’s students are not obligated to take this subject, why the failing of this subject, has an impact in the academic year?

Here comes the contradictorily law. According to article twenty-three (23) of Law 115 of 1994, there are nine subjects should be mandatory in the institution: Natural Sciences, Geography Arts Education, Ethics and Human values, Physical Education; Religious Education, Mathematics, Computers; Spanish and Foreign language. The Colombian’s Ministry of Education (2006) affirms that the application of Religious Education depends on the majority population. But the law is not clear, so for many institutions, it means that every single Colombian’s public school has to teach Catholic beliefs.

In Colombia, students who believe in other religion, must attend, as everyone, to the teaching of Catholicism in the school. All students must read the bible, obey the roles of that religion, learn how to pray, and sing religious songs. There is no possibility to avoid this teaching

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