EDUCATION AND HUMANIZATION analysis of Raimon Panikkar’s theories in view of the creation of more dialogic Pedagogical Political Projects

Abstract

The Brazilian school environment is diverse in many aspects, such as social, cultural, economic, and also in terms of gender and ethics. Linked to all this, it is clear that the members of the school community have unique experiences, as subjects of their own history and articulated with other realities. The phenomenon of plurality, in its turn, indeed encourages and also limits choices. The educational environment, in turn, is favorable to living with difference and with the different. The presence of some intolerant attitudes within the school community presents, on the one hand, the reality outside its own walls; on the other hand, it points out its negligence, moving it away from one of its great purposes: education for humanization. This article analyzes some theories of Raimon Panikkar (1918-2010) in order to build democratic Pedagogical Political Projects (PPPs) and promote humanity scholar environment. Spanish philosopher and theologian, who also lived in the USA and India, he learnt to reflect about plurality inherent to all the cultures. Their conceptions, particularly those related to the pluralistic attitude, the method of dialogue and the notion of orthopraxis, may encourage the entire school community to engage in participatory dynamics and build democratic Pedagogical Political Projects aimed at the formation of the Humanities. Religious Education, undoubtedly, as an area of knowledge, can play a fundamental role in the regency of the various areas present in the education process.