459 Pr egledni znans tv eni članek/ Article (1.02) Bogoslovni vestnik/Theological Quarterly 82 (2022) 2, 459—468 Besedilo pr eje t o/R eceiv ed:09/2021; spr eje t o/ Accep t ed:10/2021 UDK/UDC: 37:27-47 DOI: 10.34291/B V2022/02/Or o z c o © 2022 Orozco Sánchez et al., CC B Y 4.0 Luis Guillermo Orozco Sánchez, Luis Alfredo Molina Guzmán and Martha Cecilia Posada Diez Sunday Pedagogy: A Commitment to the Renewal of the Church Nedeljska pedagogika: predanost prenovi Cerkve Abstract : Y ear a ft er y ear the Chur ch cele br a t es the Da y of the Lor d, a celebr a tion tha t has tr anscended the boundaries of e v ang eliz a tion as the mos t sublime thing in the Chur ch. This is wh y ther e is a need f or a dynamic, pas t or al and pries tly pedag ogy , which will mak e Sunda y a r eal place f or the tr ans f orma tion of spiritual e xperiences, and which, fr om a hermeneutic analy sis of the t e x ts and author s tha t ha v e t o the sur v e y is used as a t ool f or c ollec ting in f orma tion o n p ri es ts t o meas u r e th ei r p ed ag o gi c al f o rma tio n an d th e r es u l ts wh i ch s h o w the need f or an articula tion be tw een the pedag ogic al and the pas t or al, in which a c on tribution is made t o the f orma tion of pries ts thr ough a r e vit aliz a tion of the litur gy , especially the celebr a tion of the Lor d’ s Da y . This is wh y this r esear ch is an e x tr emely import an t c on tribution t o the ecclesial r ene w al in the celebr a- tion of the Lor d’ s Da y , so tha t the cler gy , fr om their pas t or al w ork, implemen t pedag ogy as an articula ting elemen t of ev ang eliz a tion and the will of the Chur ch f ocused on the Gospel of Chris t. Keywords : P edag ogy , pas t or al, chur ch, cler gy , Sunda y celebr a tion Povzetek: Le t o z a le t om Cerk e v obhaja Gospodo v dan – gr e z a pr azno v anje, ki pr e- seg a meje e v ang eliz acije in ki je v Cerkvi nek aj najvišjeg a. Od t od iz vir a potr eba po dina mični, pas t or alni in duh o vniški pedag ogiki, ki naj nedeljo nar edi z a r e - snični kr aj pr eobr azbe duho vneg a izk us tv a. Hermene v tična analiz a besedil in a v t orje v , sodelujočih v ank e ti, je upor abljena k ot or odje z a zbir anje in f ormacij o du ho vnikih, s čimer se ug ot a vlja njiho v a pedag ošk a f ormacija in r e z ult a ti, ki k až ejo na potr ebo po r azmejitvi med pedag oškim in pas t or alnim podr očjem. Pr edlag ana je tudi f ormacija duhovnik ov s pomočjo po živitv e litur gije, zlas ti obhajanja Gospodov eg a dne. Na t em t emelju je r azisk a v a pomemben prispev ek k cerkv eni pr eno vi pri obhajanju Gospodo v eg a dne – da bi t ak o duho vniki na podlagi s v oje g a pas t or alne g a dela ur esniče v ali pedag ogik o k ot ut emelje v alno pr vino e v ang eliz acije in k ot v oljo Cerkv e, osr edot očeno na K ris tuso v e v ang elij. Ključne besede : pedag ogik a, pas t or ala, Cerk e v , duho v ščina, nedeljsk o pr azno v anje 460 Bogoslovni vestnik 82 (2022) • 2 1. Introduction P edag ogy is tha t diff er en tia ting elemen t tha t allo w s pries ts t o appr opria t e it t o ener giz e e v ang eliz a tion and mak e Sunda y a da y , as John P aul II s t a t es: »The Da y of the Lor d -as Sunda y has been c alled since apos t olic times« (DD , 1); mor eo v er , it is a mee ting of celebr a tion and w or ship, a place in which the tr ans f orma tion of the subject is pr oposed. While it is true tha t pries ts r eceiv e a s tr ong ac ademic f o rma ti o n ri ch i n eccl esi o l o gy , b i b l i c al , sacr amen t al , th eo l o gy an d p as t o r al c ar e, all this f orma tion mus t be acc ompanied b y the pedag ogic al e lemen t tha t mak es it possible t o c arr y out the e v ang elizing w ork of the Chur ch. In this or der of ideas, and bearing in mind tha t Sunda y Da y , acc or ding t o the Spanish Episc opal Con f er ence (1991, 2): »is one of the fir s t and mos t original Chri- s tian ins titutions. His birth mus t be sough t in the f act tha t the Lor d r ose and ma- nif es t ed himself t o his o wn the fir s t da y of the w eek as all the E v ang elis ts t es tif y«, so Sunda y is the time of mee ting of the c ommunities tha t g a ther ar ound lis t ening t o the W or d and the Fr action of the Br ead; it suff er s pedag ogic al and didactic ele - men ts tha t allo w in the participa tion of the f aith ful in the meaningful celebr a tion, which he lp s not only t o liv e the f aith in Chr is t, but also t o be c ome a tr ans f or ming e xpe r ie nce of the human and the social, since the w e ll-e xplaine d W or d and the Eucharis t ar e v er y dynamic, the y mak e the e xperience of the human God been f elt and e xperienced: Jesus in the r ealities of the man and w oman of t oda y , in other w or ds: »He finds tha t only the Chur ch which r esponds t o c oncr e t e pr oblems of c oncr e t e people, especially the w eak es t and mos t vulner able, is c onsis t en t with its mission.« (Ž alec 2020, 268) Fr om this per spectiv e, then, the need arises t o ans w er the ques tion: Ho w t o mak e the celebr a tion of Sunda y truly bec ome a place of tr ans f orma tion of the spiritual e xperiences of the f aith ful, in such a w a y tha t it ser v es as the a xis of the e xperience of f aith in Chris t Jesus? Ans w ering this ques tion implies thinking of a pr ie s tly pe dag og y , which in v olv e s the f or ma tiv e diff e r e n tia ting e le me n ts f or the pas t or al w ork of the v alidly or dained pries t and brings t o an e v ang elizing quality in the s tyle of Jesus the T eacher and P edag ogue par e x cellence. 2. Pedagogy and Pastoral Work Are the Articulating Axes That Energize the Sunday Celebration Since the beginning of the his t or y of kno wledg e, ther e has alw a y s been specula ti- on about ho w humankind gr adually de v eloped kno wledg e, learning and kno wing , elemen ts so signific an t tha t ha v e been in all cultur es, people, na tions, tr aditions, languag es and idios yncr asies fr om g ener a tion t o g ener a tion; till r eaching the kno - wledg e de v eloped fr om the disciplines and kno wledg e support ed in didactics tha t enable holis tic learning , tha t allo w s the de v elopmen t of the c apacities tha t acc or - ding t o (Nussbaum 2012, 40) »It r e f er s t o the pot en tialities of humankind, sub - s t an tiv e fr eedoms tha t individuals ha v e t o de v elop as functions tha t allo w them 461 Luis Guillermo Orozco Sánchez et al. - Sunday Pedagogy t o r ealise themselv es and achie v e w ell-being«; ho w e v er , fr om these sub s t an tiv e fr eedoms of individuals, pedag ogy 1 pla y s an import an t r ole in the de v elopmen t of the c apacities of thinking subjects, cultur e, socie ty , r eligion and in this sense i n the e v ang el i zi ng pas t or al of the Chur ch, under s t ood as i t mani f es ts: »As a r e- ne w ed and vig or ous or g anic pas t or al action, so tha t the v arie ty of charisms, mi- nis tries, ser vices and or g aniz a tions ar e orien t ed in the same missionar y pr oject t o c ommunic a t e lif e in their o wn t errit or y .« (CELAM 2007) Ho w e v er , pas t or al c ar e, under s t ood fr om this ecclesial and La tin Americ an c on- t e xt, is based on the v ery r oots of the Gospel, when in Sain t Mark w e find the divine manda t e of Jesus when he sa y s: »Go in t o all the w orld and pr each the Gospel t o e v er y cr ea tur e. He who belie v es and is bap tiz ed will be sa v ed, but he who does not belie v e will be c ondemned.« (Mk 16:15-16) Ther e f or e, e v ang eliz a tion is then a human and divine action tha t mak es it pos- sible t o f ocus its e v ang elizing activity on the cultur e, socie ty and c ommunities tha t mak e up not only the c onglomer a t e of people t o be e v ang eliz ed but also , the c om- munity of the bap tiz ed who mus t be acc ompanied in the f orma tion pr ocess fr om the f aith and in the cert ain ty of impr egna ting with hope in the f ace of the daily vicissitudes tha t ar e pr esen t ed t o the man and the w oman of t oda y: since »Only the Chur ch tha t r esponds t o c oncr e t e pr oblems of c oncr e t e people, especially the w eak es t and mos t vulner able, is c onsis t en t with its mission« (Moor e 1995, 572). 3. Formation in Pastoral Pedagogy for Priests: A Commitment to Ecclesial Transformation The pedag ogic al f orma tion of the pries t help s t o qualif y the e v ang elizing action of the Chur ch, thus f os t ering a g ood c ommunity and especially f orma tiv e clima t e, as P ope John P aul a ffirmed in the 1994 Ency clic al „P as t or es dab o v obis “: »Cert ainly ther e ar e also pur ely human r easons tha t mus t impel the pries t t o permanen t f orma tion. This is a r equir emen t of pr ogr essiv e per sonal fulfilmen t, since e v er y lif e is an unceasing journe y t o w ar ds ma turity , a c on tinuous f orma tion.« (PD V 66) Consequen tly , all this mak es it possible t o apply pedag ogic al f orma tion as a ne w tr ans v er sal tr end in the field of e v ang eliz a tion, in such a w a y tha t it ser v es as an e ff ectiv e means f or a per sonal e xperience of the Lor d’ s Da y as a place of living en- c oun t er with the f aith and in which the Sec ond V a tic an Council e xpr essly s t a t es in the Dogma tic Cons titution „Sacr osanctum Concilium “: »On the da y tha t is righ tly c alled ‚ The Da y of the Lor d‘ or Sunda y . On this da y the f aith ful mus t g a ther in or der t o hear the w or d of God and participa t e in the Eucharis t.« (SC 106) 1 The notion of pedag ogy is link ed t o the social, cultur al and educ a tional clim a t e of each his t oric al mo - men t, as w ell as t o c on t e x ts in which ne w c oncep tions and appr oaches emer g e. Although it has been part of the tr aining pr ocesses since ancien t times, its major de v elopmen ts c oincide with the emer g ence of modernity . T oda y it is associa t ed with the apog ee of the ‚pos tmodern ‘ disc our ses of educ a tion and the tr ans f orma tion of social r ela tions and, in this w a y , with the c ons titution of new r ealiz a tions of subjectivity , iden tity and individual and c ollectiv e social pr actices. (Díaz Villa 2019). 462 Bogoslovni vestnik 82 (2022) • 2 In the same w a y , the ev ang elizing , celebr a tional and litur gic al w ork of the Chur ch is seen as an imper a tiv e need f or the pries t ’ s human, Chris tian, biblical, ca t echetical, litur gic al and pedagogic al f orma tion, as John P aul II puts it: »In the human dimensi- on, the pries t mus t incr ease and deepen tha t human sensitivity which enables him t o under s t and the needs of t oda y and t o accept the pleas, t o shar e the hopes and e xpect a tions, the joy s and the w ork s of or dinary lif e« (PD V 69), which means tha t this firm Sunda y decision mus t permea t e all the ecclesial s tructur es and all the pa- s t or al plans of the dioceses, parishes, r eligious c ommunities, mov emen ts and an y ins titution of the Chur ch. No c ommunity should be e x cluded fr om en t ering decisiv ely , with all its s tr eng th, in t o the c ons t an t celebr a t ory r enew al, without losing the essen tial: the celebr a tion of The Lor d’ s Da y , and fr om abandoning the obsolet e s tructur es tha t no long er f a v o - ur the transmission of the faith. F aith is ther e f or e closely in t ertwined with trus t in God, so w e c an c onclude tha t f aith is a sour ce of human s tr eng th. (Žalec 2020, 272) Thus, this f orma tiv e need emer ges as the fruits of t es timonies thr ough the surv ey and the f acts ob ser v ed, based on the e xperience of the parish c ommunities tha t ha v e deepened in pedag ogic al pr actices t o ev ang eliz e, which pr esumes the need t o implemen t a ne w c ompr ehensiv e pedag ogic al f orma tion tha t is appr opria t e t o the c on tinuing f orma tion of the pries t and his c ommunities, so as not t o »Lamen t the de ficiencies in the participa tion of the Eucharis t« (Ra tzing er 2012) and with s tr a t e - gies t o s tructur e in the pas t or al, a theor etic al-pr actic al f ounda tion, in r ela tion t o the t eaching of the f aith within a dynamic and meaningful fr ame w ork f or the f aith ful and c ommunities as pr oposed in the Cons titution „Sacr osanctum Concilium “: »Z eal t o pr omot e and r e f orm the sacr ed litur gy is righ tly r eg ar ded as a sign of God’ s pr o- viden tial dispositions in our time, as the passing of the Holy Spirit thr ough his Chur ch.« (SC 43) It is, ther e f or e, a ques tion of building and pr oposing participa t ory , cr ea tiv e, fle xi- b l e, i n t egr a t ed an d r el e v an t d i d actics th a t r esp o n d t o th e mo s t sen si tiv e n eed s, in t er es ts and pr oblems of the c ommunities, which celebr a t e the f aith on the da y of the Lor d as P ope Fr ancis poin ts out in the Ency clic al „Lauda t o Si ’“: »Sunda y is the da y of the R esurr ection, the ›fir s t da y‹ of the ne w cr ea tion, whose fir s t fruit is the risen humanity of the Lor d, guar an t ee of the final tr ans figur a tion of all cr ea t ed r e - ality .« (LS 237) In short, it seeks to r escue the pedagogical part of the pries t in the cons truction of his ev angelizing w ork as well as harmoniz e the diff er ent aspects of pas t or al car e, so that it can carry out a true tr ansf ormativ e action that has tr anscendence in the prie- s tly lif e; as P ope John P aul II insis t ently in vit es: »Sunda y , es t ablished as a support f or the Chris tian lif e, natur ally has a v alue of witness and pr oclamation. A da y of pr a y er , communion and joy , which r adiat es ener gies of lif e and r easons f or hope.« (DD 84) Now , t o r enew and r evit aliz e the Chur ch’ s Sunda y celebr a tion and ev ang elizing , it is necessary t o r ead the r eality and apply the methods of Jesus’ pedag ogy in or der t o be mor e eff ectiv e in the da y that has been entrus t ed t o the Chur ch and that in the w or ds of John P aul II is under s t ood as »The da y of r es t is such fir s t of all bec ause it is 463 Luis Guillermo Orozco Sánchez et al. - Sunday Pedagogy the da y ‚blessed‘ and ‚sanctified‘ by God, tha t is, separ a t ed fr om the other da y s t o be, among all, the ‚da y of the Lor d‘« (DD 14) and t o pr oclaim the Gospel, with the witness of lif e and the w or d, in such a w a y tha t ev ery Sunda y celebr a tion bec omes a ‚Deliv ery‘ (Mc 16;15, Mt 28;19) that Jesus pr oposed t o his disciples; which in v olv es going out, accompan ying , poin ting out the w a y , pr oposing and in t erpr eting the mes- sage of salv a tion t oda y and applying it t o the cultur al r eality fr om the litur gical e xpe- rience and fr om the Da y of the Lor d. Howev er , as wor ship is an act of Chris t and the Chur ch, the fir s t hos t is God, who thr ough the Holy Spirit mak es humanity visit ed by God. This encount er with the One who brings salv ation is the e xpression of God’ s greatest hospitality . The Chur ch, howe- ver , mus t r emember this hospit ality of God by becoming the hos t of the E ternal Com- munion. (K r ajnc 2020, 489) In this r eg ar d, the Chur ch is called to think about the r enew al of the communities to which CELAM (2007) insis ts with det ermination: »The entir e parish community is called t o be the space wher e the W or d is r eceiv ed, celebr at ed and e xpr essed in the ador ation of the Body of Chris t, and thus is the dynamic sour ce of the missionary di- sciple«; this int er es t is born fr om s ys t emic r eflection, tr aced by the Apar ecida docu- ment as an int egr at ed model of parish communities and of the pries t who mediat es the pr ocesses of the tr ansf ormation and r econfigur ation of the litur gical and pas t or al celebr a tion, who mus t ha v e as their basis a pr operly f ounded epis t emologic al kno- wledg e and with clear me thodologic al crit eria, which allow e ff ectiv e pr ocesses of ev ang eliz a tion, support ed by pedagogic al knowledg e and the human sciences tha t s tudy the f act of learning to learn and learn to t each. »In this w a y , learning the art of celebr ating , passing thr ough the litur gy of each Sunda y (one da y of the Lor d, one da y f or the Lor d, one da y to the Lor d to ent er into the m ys t ery .« (Lope z-Corps 2019, 15) 4. Methodology This r esear ch is qualit a tiv e-e thnogr aphic, c arried out in the Ar chdiocese of Medel - lín. It aims t o analy se the pedag ogy used b y the pries ts of the parish c ommunities in the celebr a tion of Sunda y and ho w the y appr opria t e the c oncep ts of pedag ogy , didactic, and the pedag ogic al me thods used in the celebr a tion t o tr ansmit the Sun- da y messag e, in such a w a y as t o help r aise the quality of e v ang eliz a tion acc or ding t o the will of P ope John P aul when he a ffirms in the ency clic al Dies Domini: »The Lor d’ s Da y , as Sunda y has been c alled since apos t olic times, has alw a y s been giv en special c onsider a tion in the his t or y of the Chur ch bec ause of its close r ela tionship with the v er y c or e of the Chris tian m y s t er y« (DD 1); this r ese ar ch then succeeds, t hr oug h t he sur v e y , in e s t a blishing t he im por t a nc e of Sunda y in pa r ish c om m uni- ties and thr ough the in t erpr e t a tiv e analy sis the r esear cher c ollects. The obje c t of s tudy of the r e se ar c h ar e the pr ie s ts of the A r c hdioc e se of Me - dellín, whose popula tion is as f ollow s: 722 v alidly or dained Ca tholic pries ts, of which 100 pries ts ar e sampled. 464 Bogoslovni vestnik 82 (2022) • 2 Analysis of Information 1. IMPORTANCE OF SUNDAY IN THE CHRISTIAN LIFE Percentage Number of ans w er s Alw a y s 41% 41 Almos t alw a y s 19% 19 Occ asionally 4% 4 Ne v er 11% 11 Don´t kno w/No r esponse 25% 25 Total 100% 100 Table 1: Importance of Sunday in the Christian Life. Source: Orozco (2021). Information from question 1 41% of the sample clearly de fined the import ance of Sunda y in their parish c om- munities, while 19% s t a t ed the import ance of tr ans f orming Sunda y celebr a tions in t o Chris tian lif e; 25% of the r esponden ts w er e c oncerned bec ause the y did not kno w ho w t o ans w er the ques tion ask ed (see Figur e 1). Figure 1: Importance of Sunday in Christian Life. Source: Orozco (2021). 2. PEDAGOGICAL METHODS USED IN THE SUNDAY CELEBRATION Percentage Number of ans w er s Ex eg e tic al me thod 22% 22 Ca t eche tic al me thod 20% 20 Discur siv e me thod 43% 43 Pedagogical method 15% 15 Total 100% 100 Table 2: Pedagogical methods used in the Sunday celebration. Source: Orozco (2021). Information obtained from question 2 Discur siv e me thod 43% of the popula tion sur v e y e d ar e not cle ar about the pe da- g ogic al me thods t o be use d during Sunda y ce le br a tions, while Ex e g e tic al me thod 22% of the pries ts sur v e y ed ans w er ed tha t pedag ogic al me thods ar e alw a y s used on the Lor d’ s Da y , which means tha t the y ar e f ocused on the pedag ogic al me thods r equir ed b y t oda y ’ s e v ang eliz a tion so tha t the messag e of the Good Ne w s c an be used. On the other hand, Ca t eche tic al me thod 20% r espond tha t almos t alw a y s, 41% Alw a y s 25% Don't kno w \ No r esponse 11% Ne v er 4% Occ asionally 19% Almos t alw a y s 465 Luis Guillermo Orozco Sánchez et al. - Sunday Pedagogy which mak es it clear tha t on Lor d’ s Da y , some use these me thods t o mak e the Go - spel messag e mor e e xplicit. All this mak es it possible t o analy se the ur g en t need t o tr ain the ar chdiocesan cler gy in pedag ogic al me thods so tha t pas t or al w ork ma y be mor e e ff e ctiv e and r e le v an t in chang ing time s. It is impor t an t t o be ar in mind tha t 15% of the in t er vie w e es ha v e pe dag ogic al me thods, which me ans tha t pedag ogic al tr aining is needed f or the Sunda y celebr a tion. (See Figur e 2). Figure 2: Pedagogical methods used on Sunday celebration Source: Orozco (2021). 3. PEDAGOGY OF THE PRIEST TO KNOW HOW TO TRANSMIT THE SUNDAY MESSAGE Percentage Number of ans w er s Alw a y s 11% 11 Almos t alw a y s 15% 15 Occ asionally 65% 65 Ne v er 9% 9 Total 100% 100 Table 3: Pedagogy of the priest to know how to transmit the Sunday message. Source: Orozco (2021). Information obtained from question 3 R eg ar ding the pedag ogy used b y the pries t t o c on v e y the Su nda y messag e, 11% of the r e sponden ts r eplied tha t the y alw a y s used it, while 15% r eplied tha t the y almos t alw a y s used me thods t o e xplain the Gospels. In a high per ce n t ag e, 65%, tha t is, 65 pries ts occ asionally use me thods t o celebr a t e on Sunda y . 9% sa y tha t ther e is ne v er an y pedag ogy b y the pries t (see Figur e 3). Figure 3: Pedagogy of the priest to know how to transmit the Sunday message. Source: Orozco (2021). 9% Ne v er 11% Alw a y s 15% Almos t alw a y s 65% Occ asionally 43% Discur siv e me thod 15% P edag ogic al me thod 22% Ex eg e tic al me thod 20% Ca t eche tic al me thod 466 Bogoslovni vestnik 82 (2022) • 2 4. THE CELEBRATION OF SUNDAY TRANSFORMS CHRISTIAN LIFE Percentage Number of ans w er s Alw a y s 67% 67 Almos t alw a y s 12% 12 F e w times 16% 16 Ne v er 5% 5 Total 100% 100 Table 4: The celebration of Sunday transforms Christian life. Source: Orozco (2021). Information obtained from question 4 In ques tion 4, which is based on the tr ans f orma tion of a Chris tian lif e of Sunda y celebr a tion, a high per cen t ag e of 67% r esponds tha t whene v er the y g o t o Sunda y celebr a tion, it tr ans f orms them, while 12 pries ts almos t alw a y s, while if the per - cen t ag es of f e w and ne v er times ar e added, 21% of the f aith ful who t ak e part in Sunda y celebr a tions do not f eel tr ans f ormed as Chris tians (see Figur e 4). Figure 4: Sunday celebration transforms Christian life. Source: Orozco (2021). 5. Interpretative Analysis – Discussion This r esear ch does not only tr y t o r epr oduce r eality but c ons titut es a de v elopmen t based on per cep tion and though t. Its success is the r esult of in t er action with the subjects under in v es tig a tion, who in turn t ak e the in fluence of assessmen t and poin ts of vie w . Once the t echnique has been applied, the analy sis allow s us t o elucida t e the ba- sic c a t eg ories of the import ance of Sunda y f or the c ommunities, fr om the pedag o- gic al me thods t o the pedag ogy of the pries t t o tr ansmit the Sunda y messag e, how Sunda y the Lor d’ s Da y mus t tr ansf orm Chris tian lif e. In this sense, John P aul II affirms: »The disc ov ery of this da y is a gr ace t o be ask ed f or , not only t o liv e t o the full the demands of f aith but also t o giv e a c oncr e t e answ er t o the deepes t longings of the human be ing « (DD 7); acc or ding t o the sur v e y , the ans w e r s sho w tha t Sunda y is truly the Da y of the Lor d; this is demons tr a t ed b y the ans w er s t o ques tions 1, 4: »Sunda y is ther e f or e a sign of the E as t er e v en t of the Lor d’ s Da y . P as t and an ticipa- tion, thr ough f aith and hope, of God’ s r es t, the perf ect and endless futur e lif e.« 67% Alw a y s 12% Almos t alw a y s 16% F e w times 5% Ne v er 467 Luis Guillermo Orozco Sánchez et al. - Sunday Pedagogy Fr om the c a t eg ory of P edag ogic al Me thods used in the Sunda y celebr a tion, which is link ed t o the pedag ogy used b y the pries t t o tr ansmi t the Gospel messa- g e on the Lor d’ s Da y , it is r ele v an t t o not e tha t, fr om the ans w er s t o ques tions 2 and 3, and tha t in w or ds (Or o z c o Góme z 2015, 176) it is und er s t ood as: »pr oce- dur e s, f or ms, s y s t e m s and E duc a tion la w s allo w t e ache r s and in t e lle ctuals in t e r e - s t ed in the subject t o acquir e clear and pr ecise c oncep ts and then t o in tr oduce themselv es t o the gr ea t c omple xity tha t these subjects ha v e acquir ed t oda y .« With r eg ar d t o the c a t eg or y of ,Pries tly P edag ogy f or K no wing ho w t o T r ansmit the Sunda y Messag e in the Homily ‘ , which is link ed t o the w a y in which pr actic al e le me n ts ar e use d, not only f or c a t e che tic al pas t or al c ar e but also f or the biblic al and celebr a t or y pas t or al c ar e of the Chur ch, it should be not ed tha t fr om the su- r v e y c arried out and the ans w er s t o ques tions 2 and 3, it c an be deduced tha t among the pries ts of The dioceses of Medellín need t o s tr eng then the use of ne w didactics so tha t the Sunda y Gospel messag e c an c ome t o an end. In this r eg ar d, CELAM (2007): »The pas t or al e ff orts dir ect ed t o w ar ds the enc oun t er with the li - ving Jes us Chris t ha v e borne fruit. Among other s, w e highligh t the f ollo wing: the e ff orts of pas t or al r ene w al in parishes ar e gr o wing , f os t eri ng an enc oun t er with the living Chris t, thr ough v arious me thods of ne w e v ang eliz a tion.« These ans w er s sug g es t tha t pries ts need a pedag ogic al and didactic f orma tion so tha t the y c an o v er c ome difficulties in the tr ansmission of the Sunda y messag e thr ough pr actic al means, with the advice of the Apos t olic and R oman Ca tholic Chur ch, P ope Fr ancis a ffirms: »The homily c annot be an en t ert aining spect acle, it does not r espond t o the logic of the media r esour ces, but it mus t giv e f er v our and meaning t o the celebr a tion. It is a peculiar g enr e; it is a pr eaching within a litur gic al celebr a tion.« (E G 138) Aft er hi ghl i gh ting the i mport ance of the P edag ogy of the Pri es t t o kno w ho w t o tr ansmit the Sunda y messag e, the analy sis leads t o another c a t eg or y: The ce - le br a tion of Sunda y t r a ns f or m s Chr is tia n lif e . The sur v e y a nd t he a ns w e r s t o que - s tions 1 and 4 all o w us t o ha v e a cl ear vi si on of the need f or a Sunda y cel ebr a tion tha t tr ans f orms the liv es of belie v er s, in which the Ency clic al Dies Domini not es: »Man’ s r e la tionship w ith G od r e quir e s m om e n ts of e xplic it pr a y e r , this r e la tion- ship bec omes an in t ense dialog ue tha t in v olv es all the dimensions of the per son. The ‚da y of the Lor d‘ is, par e x cellence, the da y of this r ela tionship.« (DD 16) 6. Final Considerations The abov e r esear ch leads t o the c onclusion tha t pas t or al pedag ogy is of the utmos t import ance in the f orma tion of pries ts, since it not only mak es it possible t o use didactic and pedag ogic al t ools f or e v ang eliz a tion and the f orma tion of gr assr oots ecclesial c ommunities and the celebr a tion of the Lor d’ s Da y but also mak es pos - sible a c ommitmen t t o t oda y ’ s ecclesial tr ans f orma tion and r ene w al. The r ese ar ch c on tribut es t o the pedag ogic al f orma tion of the pries t, although it is true tha t his initial f orma tion in theology , pas t or al c ar e, c a t echesis, ecclesiol - 468 Bogoslovni vestnik 82 (2022) • 2 ogy , biblic al and e x eg e tic al f orma tion, among other s, pedag ogy is an import an t elemen t tha t ser v es as a basis f or linking pries tly activity with me thodologic al didactics f or the ne w e v ang eliz a tion. especially in the celebr a tion of Sunda y da y . The c on tributions tha t ha v e support ed the r esear ch, ha v e ser v ed as a cr oss- cutting a xis f or the r esear ch de v elopmen t, it is clear tha t all of them allow the solidific a tion of pas t or al pe dag og y , since pe dag og ic al e le me n ts ar e ne e de d tha t c an ener giz e ev ang eliz a tion and the tr ans f orma tion of parish c ommunities thr ough a pas t or al pedag ogy tha t is e viden t, dynamic and inno v a tiv e. Based on this r esear ch, it is possible t o c arr y out further r esear ch on pedag ogy and wha t t o do with the pries t, f or the sak e of the ne w t endencies of the modern and globaliz ed w orld, in which the Chur ch and her P as t or s mus t s triv e f or didac - tics and me thodologies ne w in their ar dour , ne w in their e xpr ession and ne w in their languag e, alw a y s r especting the Magis t erium of the Chur ch and its doctrine. Abbreviations DD – John P aul II 1998 [Dies Domini]. EG – Fr ancis 2015 [E v ang elii Gaudium]. LS – Fr ancis 2015 [Lauda t o Si ’]. NMI – John P aul II 1992 [No v o Millennio Ineun t e]. PDV – John P aul II 1992 [P as t or es Dabo V obis]. SC – V a tic an Council II. 2004 [Sacr osanctum Concilium]. References CELAM. 20 07 . F i ft h C o n f e r e n c e o f t h e L a ti n A m e r i - c a n a n d C a r i b b ea n B i s h o p s: C o n c l u d i n g D o c u - m e n t . A p a r e c i d a , 1 3 – 3 1 . 5. C e l a m . h t t p s : // w w w . c e l am . o r g / ap ar e c i d a / I n gl es .p d f ( ac ce s - s e d 1 3 . 6 . 202 2 ). Diaz, Villa, Mario . 201 9 . W h a t i s t h a t c a l l e d p e d a - g o g y? Pedagogía y Saberes [B o go t á ] , š t . 5 0 : 11 – 28 . O nli n e . Francis. 201 3. Ev an geii Gau dium. A p os to li c E x h o r t a - ti o n o n the p ro c lamati o n of the G osp el in to day ’ s wo r l d. Vati c an: L ib rer ia Edi tr i c e Vati c ana. – – – . 201 5. L a u d a t o S i ’ . En c y c l i c a l L e tt e r . V a ti c a n : L i b r a r i a e d i t r i c e V a ti c a n a . John Paul II. 1 9 92. P a s t o r s D a b o V o b i s . A p o s t o l i c E x h o r t a ti o n o n t h e F o r m a ti o n o f Pr i e s t s i n t h e C u r r e n t S i t u a ti o n . V a ti c a n : L i b r e r i a Ed i t r i c e Va ti c a n a . – – – . 1 9 9 8 . D i e s D o m i n i . A p o s t o l i c L e tt e r o n t h e S a n c ti fi c a ti o n o f S u n d ay . V a ti c a n : L i b r e r i a E d it rice V a tic a n a . – – – . 2 0 01 . N o v o M i l l e n n i o I n e u n t e. A p o s t o l i c L e tt e r a t t h e c o n c l u s i o n o f t h e G r e a t J u b i l e e o f t h e Y e a r 2 0 0 0 . V a ti c a n : L i b r e r i a Ed i t r i c e V a ti - cana. Krajnc, Slavko . 2020 . G o s t o l j u b j e – o s e b n a izk azn i - c a l i t u r g i č n e g a i n p a s t o r a l n e g a s o d e l av c a . Bogoslovni vestnik 8 0, n o. 3 :4 8 9 – 5 0 3 . h tt p s: / / d o i .o r g / 1 0 . 3 4 2 9 1 / b v 2020 /0 3 / k r aj n c López-Corps, Manuel G. 201 9 . C e l e b r a n d o l a p e c u l i a r i d a d d e l d o m i n go [ C e l e b r a ti n g t h e p e c u l i a r i t y o f S u n d ay ]. Cuestiones Teológicas [Theological questions ] 4 6 , n o. 10 5 : 1 – 2 8 . htt ps : / / d o i . o r g / 1 0 . 1 8 56 6 / c u e t e o . v 4 6 n 1 0 5 . a 0 1 Ratzinger, Joseph. 2014. T h e m eanin g of S un day fo r p r ayer an d th e li fe of th e C hr i s ti an . In: Theology of the Liturgy . S an Fr an c i s c o: I gna tiu s Pr es s . Spanish Episcopal Conference . 19 81. Sunday , the primordial feas t of the Chris tians . C onferenc ia Epis copal E spañola. 22. 11. ht tps : / /w w w . obispadoalcala. org / pdf s /Doming o_ f ies ta _ primordial _CEE.pdf ( ac ces sed 13. 6. 2022 ). Vatican Council II. 2 0 0 4 . S a c r o s an c tum C o n c i li um . D o g m a ti c C o n s ti t u ti o n o n t h e S a c r e d L i t u r g y . S a n Fr a n c i s c o : I g n a ti u s Pr e s s . Žalec, Bojan. 2020 . Re zi l i e n c a , t e o l o g a l n e k r e p o s ti in odzivna Cerkev. Bogoslovni vestnik 8 0, n o. 2: 26 7– 27 9. h tt p s: / / d o i . o r g /10 . 3 42 91 / b v 2020 /02 / z a l e c