The role of popular education for Latin American theology and community praxis
Abstract
This article presents a series of methodological proposals for working with base communities in an inclusive key and proposes them for a debate within practical theology. It is located in the tradition of Latin American liberation theology, which distinguishes three different moments: the foundational phase in which a concept of the socio-economically poor predominates, the dialogue phase with specific identities and a third phase of diversity, that breaks both with binarisms and with the concept of the academic and raises the need for a new inclusion between knowledge, actors and methodologies. Nourished by the pastoral experience with Ecclesial Base Communities (CEB) in El Salvador, I propose five tools along the lines of a popular education to promote mechanisms of inclusion in the organizational, social, political and spiritual aspects, from the paradigm of a founding diversity.
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