Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

People communicate through signs, verbal or non-verbal; to carry out this end, the speaker createsthe signs and organizes them through language. This process is dominated by the speakers who knowvery well the grammatical rules of their language. On the other hand, the dynamics of communication isthe responsibility of the speaker and the listener and both have an implicit commitment to the encodingand decoding of the message; the first, must build a simple message using the signs; the second,must decipher or interpret this message created by the speaker. This process seems to be simple,however, many times there are difficulties at the time of interpretation by the listener: what does thespeaker mean? In what sense is he saying it? The objective of this article is to analyze and explain theproblem that can arise in the interpretation of the message when there are severalmeanings in the words.

The process of evangelization is carried out in stages that advance in a spiral, making preaching have a transversal dynamism. Therefore, just as there is kerygmatic preaching, there is also catechetical preaching and homiletic preaching. At this point we would like to reflect on catechetical preaching and how it contributes to the enrichment of the ecclesial dimensions, especially in times of synodality. The contributions of the New Fire Center of UNIMINUTO, the Catechesis Laboratory of CELAM, for their contributions to evangelization and catechesis, as well as those of Domenico Grasso and William Suarez Moreno, for their relevance in the field of theology of preaching, will be used. Taking into account the Spanish and Latin American authors, the present article carries out a research focused on the content and didactics of catechetical preaching that can enrich the construction of the Church in its synodal development, in order to promote passion and testimonial emphasis in catechesis. It avoids presenting the contributions of kerygmatic preaching and, although homiletic preaching is mentioned, it is not deepened. Conclusions aimed at enriching catechetical preaching are drawn, since this will contribute to the ecclesial progress and development that is taking place in the synodal dialogue.

Catechesis in the Church and in today's world faces many challenges. The cultural context, with the phenomenon of digital culture, shows a radical change in the existence and relationships of people. The change of times that we are experiencing as a humanity and as a planet is characterized by a global crisis of great proportions, a crisis made up of many others that directly affect the catechetical practice of the Church. The various characteristics, both of the profile of the catechist and of catechetical practice, recognized by the Magisterium of the Church, should respond to the ever new demands of the Gospel and to the current historical situation. It is this historical conjuncture that conditions the various challenges of catechesis in every age. What are the challenges for catechesis today in the face of evangelization in the world of the 21st century? This essay seeks to highlight four essential challenges to catechesis today: the testimony, the encounter with Jesus alive in the community, the updating of the language, and the ecological and environmental issues. Each of these challenges can become a response to the global crisis from which humanity suffers.

In Latin America, the already established See-Judge-Act method gained new forms and versions over the decades until entering the third millennium where, through the new intuitions of Latin American catechesis, new ways of evangelization since the Restoration of the catechumenate. at the last Second Vatican Ecumenical Council. And how to reintroduce a theological method in the new paths of catechesis, without falling into the temporary wear and tear that corresponds to it or using it simply as an ecclesial “fashion” due to its Latin American heritage? It is necessary to redesign theologically the proposal of faith in the third millennium, from the closing proposal of the Latin American and Caribbean Week of Initiation to the Christian Life, in 2015. And here we see what we would call "a new freshness" given to the theological method from the catechetical dimension, when speaking of the joy of initiating missionary disciples in the times of change that we are going through. The new methodological reconfiguration of a method that we see as "old and always new", leads everyone to realize that its extinction is far from happening. And here the genuinely Latin American contribution of the teaching of Pope Francis in the pastoral methodological articulation stands out.

The objective of this essay is to expose the participatory process of the renewal of the Catholic Religion Program (2020), establishing the main milestones and lessons learned from the development of this journey, in which different institutions, organizations and instances of participatory concretion contributed. The initial question refers to how to capture and evidence the background, guidelines and processes that contribute to the final construction of the curricular instruments of the Curricular Bases and the Catholic Religion Subject Program (2020). The analysis proposal seeks to outline the participatory process of the curricular renewal, both in its previous milestones and in the execution of a synodal discernment of Catholic Religious School Education in Chile, by means of workdays that involved diverse teams of people, contributing from their experiences, disciplinary knowledge, and educational and ecclesial responsibilities. The implications of this procedure want to establish the unprecedented work delivered to the country from the Catholic Religion Program that responds, at present, to the religious education of the thousands of children and young people present in the school classrooms of the different Chilean educational environments.