Educação teológica crítica

uma proposta à luz das contribuições de Álvaro Vieira Pinto

Abstract

This article discusses critical theological education based on the contributions of master Álvaro Vieira Pinto in his book “Seven lessons on education” – 1993 edition –, in which he proposed an educational model that promotes autonomy and emancipation and is popular (possibility of being equal for everyone in quality and quantity). Regarding theological education, some trends are: that it be carried out in a model that focuses on the transmission of content; that does not take student contextualization into account; that promotes alienation; and that it ends up being static and mechanistic. Given this, our question is: how can Álvaro Vieira Pinto's critical model help to break with the aforementioned trends? The hypothesis of this essay is that Vieira Pinto's primary questions, “Who to educate? Who educates? For what purposes? By what means?”, can serve as a guiding proposal for the construction of a critical theological education. Our general objective is to discuss the application of Vieira Pinto's critical model in theological education based on those primordial questions. And our specific objectives are: (1) to describe Vieira Pinto's critical model and (2) to analyze the applicability of this model in theological education. The justification for this essay is based on an empirical perspective that the theological educational model does not prioritize criticality, autonomy and emancipation. Furthermore, there is a lack of work that discusses this topic. The theoretical foundation is mainly based on Vieira Pinto (1993). Our methodology is bibliographic. The expected result is that the text opens up the applicability of Vieira Pinto's work to the field of theological education.