Christian praxis and educational justice for children

The pedagogy of faith as an instrument of collective empowerment in educational projects

Abstract

The article offers a brief analysis of the role of faith pedagogy in strengthening educational justice for children in situations of vulnerability and social exclusion. This analysis is based on the information collected in the Irpañani pastoral project. This project is located in the Senkata neighbourhood in the city of El Alto, Bolivia. The project seeks to socially empower the children it serves, as well as their respective families, the majority of whom are indigenous, by offering them pedagogical, psychological and pastoral support, so that they can advance and complete their studies in the primary and secondary schools in the area. The project also offers workshops to the families on pedagogical, pastoral and assertive communication strategies at home, so that they are in a position to support the children in their school work.