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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research analyzes the school uniforms worn by students at the Nossa Senhora dos Anjos Institute, in order to create discussions around this material culture and its meanings throughout the history of the religious institution that was founded in 1953 in the city of Abaetetuba, Pará, Brazil. To achieve the proposed objective, documentary research was carried out which consisted of analyzing the regulations, reports and, mainly, the photographs available in the institution's albums. To support the analyses, authors such as Peter Burke (2008), Marc Bloch (2002), Borges (2015) and Andrade (2011) were used as theoretical references. To address the female role of the time, the studies of Louro (2004) were considered. Regarding the research results, it is concluded that, in the period from 1953 to 1970, the school uniforms of the investigated institution underwent transformations and met different social interests of the time, so that they sought to represent, in addition to religious values, discipline of the female body, as they instilled in students decency, obedience and respect. Likewise, uniforms had multiple meanings, as they carried principles that exalted national values, which indicates that uniforms served to identify, standardize and control the behavior of female students in society. [ABSTRACT FROM AUTHOR]

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El propósito del presente artículo consiste en reflexionar en qué medida la educación religiosa escolar integra, en sus procesos formativos, las particularidades argumentativas y vivenciales de la inteligencia espiritual. De igual manera, nos preguntaremos si la inteligencia espiritual tiene la potencialidad de favorecer los derroteros pedagógicos de las opciones educativas de la educación religiosa escolar. Desde esta perspectiva se identificarán maneras de establecer puentes de diálogo y de relación, en la medida en que estas formas educativas coinciden en la pretensión de transformar la vida humana y social.

El estudio de los manuales escolares ha experimentado un enorme crecimiento durante las últimas décadas. La descripción bibliográfica sobre manuales escolares relativos al ámbito religioso nos ofrece una línea de trabajo novedosa en la que son muy escasos los estudios existentes hasta la fecha. En este sentido, el artículo realiza una descripción bibliográfica de publicaciones que abordan el análisis de los manuales escolares en el ámbito religioso. En total, se ha accedido a una muestra de 31 publicaciones. Los resultados exponen los temas más tratados, las religiones más proclives a su desarrollo e implementación, la diversidad temática que engloban y la ideología que transmiten.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is the responsibility of the federal entities to implement the curriculum of the National Common Curricular Base (BNCC). In the case of Religious Education, the curricula of the States present a plurality of understandings and strategies that result in disparate references. This article aims to point out curricular variations between BNCC and state curricula, and problematize the epistemological understanding of this component, as an area of knowledge. The research methodology used is the hermeneutics of official texts of Religious Education, from a point of reference: otherness as an itinerary of the ethical subject in the construction of respect for diversities as a precondition. The following results are observed: the curricula show differences in understanding the object of Religious Education; the reference to ethics and citizenship emerges as a panacea for the uproar between Religious Education and the Secular State; the epistemological reference of the Science(s) of Religion(s) proposed by the BNCC of Religious Education does not hold; the emancipation of confessionality does not occur or is fragile; the relationship with the Human Sciences is not systematic; the epistemological displacement towards a subjectivity anchored in a theological anthropology is frequent; the Religious Teaching class is a therapeutic strategy. [ABSTRACT FROM AUTHOR]

Copyright of Investigación Bibliotecológica is the property of UNAM, Centro Universitario de Investigaciones Bibliotecologicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario Iberoamericano de Justicia Constitucional is the property of Centro de Estudios Politicos y Constitucionales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La educación inclusiva es un objetivo que el sistema educativo español se propone conseguir. Si bien la normativa educacional actual (LOMLOE, 2020) apuesta por los principios de inclusión escolar, no obstante, queda mucho por hacer para erradicar el modelo terapeútico que está instaurado, a fin de poder atender a la diversidad del alumnado. El presente artículo muestra cómo la figura de Jesús de Nazaret puede acercar a los estudiantes de Bachillerato [3er y 4º año de ed. media] a los valores universales y los principios de una educación inclusiva: justicia, igualdad, solidaridad, responsabilidad y equidad. Se hace una propuesta didáctica novedosa que pretende promover y desarrollar la inclusión social y educativa mediante una situación de aprendizaje centrada en la temática de “Jesús de Nazaret y los marginados”. La metodología didáctica de la propuesta se basa en un enfoque global y colaborativo, apoyándose en estrategias didácticas activas y recursos inclusivos orientados a la diversidad presente en el aula. Para el desarrollo de esta propuesta se realizó una revisión documental a partir de una metodología cualitativa, utilizando una serie de descriptores para la búsqueda, tales como marginación, exclusión, pobreza e inclusión. Al mismo tiempo, se ha realizado un análisis por categorías cuyo hilo conductor es la persona de Jesús como recurso para la construcción de una sociedad inclusiva. Como conclusión, se mostrará que la figura universal de Jesús puede ayudar a los estudiantes de Bachillerato a comprender la idiosincrasia de cada individuo y la necesidad de construir una sociedad que atienda a las características de cada persona.

Would the corona pandemic be an opportunity and a test for religious education? Would it be the space for existential questions? It may be that religious education, in its normative orientation toward freedom through an agenda hidden in its deep structures and practices, becomes less a school of the language of freedom than a school of particularity or even lack of freedom. To show the relevance of this critical-productive system, we proceed, through a theoretical-bibliographical approach, in three steps: first, an exemplary approach through the discourse of vulnerability; second, demonstrate its aporias; Finally, the political dimension of religious education is bypassed as an essential element, in its relevance as a critical-productive system. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Poética Medieval is the property of Instituto Universitario de Investigacion en Estudios Medievales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chile ha sido considerado un país tradicionalmente católico y, si bien la separación formal entre la Iglesia y el Estado ocurrió en 1925, se mantiene hasta el presente un alto porcentaje de población que se declara católica. Esta raigambre religiosa se manifestó en los sellos postales diseñados, acuñados y emitidos por el Estado chileno durante la segunda mitad del siglo XX. Se trata de un fenómeno que trasciende el color político de los gobiernos de turno, ya que en sus imágenes se encuentran representados elementos de la cultura tradicional, desde la icónica sagrada familia de greda de Pomaire, las emisiones anuales para destacar la importancia de la Navidad, hasta acontecimientos con una connotación política importante (como la visita del Papa Juan Pablo II a Chile, en 1987). De ahí que estos sellos postales constituyen una fuente adecuada para el estudio de la historia de la religión en nuestro país, así como para el desarrollo de la educación religiosa. En este sentido, el presente artículo ofrece una propuesta didáctica general para esta área educativa desde la perspectiva de la lectura multimodal.

La escuela católica y los docentes que en ella trabajan representan un porcentaje importante de la realidad educativa actual. En todo el mundo, algo más de 60 millones de chicos y chicas estudian en una escuela católica, lo que supone, aproximadamente, un 5 % del total de alumnos (Secretaría de Estado del Vaticano, 2020). Sin embargo, la escuela católica está en crisis, los alumnos que egresan de ella suelen no expresar una familiaridad con la vida de la Iglesia. Creemos que parte de este problema radica en la crisis de identidad del docente de la escuela católica. En este trabajo realizaremos un análisis de los documentos del Magisterio de la Iglesia Católica sobre la escuela y el perfil del docente que en ella se desempeña. Con ello intentamos dar una respuesta a la pregunta sobre la identidad del docente de la escuela católica. Pretendemos seguir un itinerario que va de lo más general a lo más específico. En primer lugar, queremos mostrar de qué hablamos cuando nos referimos al concepto de identidad. Hecho esto, intentaremos profundizar en la identidad docente en general. Por último, nos abocaremos al concepto de identidad del docente católico. Confiamos en que el abordaje de estos tres aspectos nos permita responder a la pregunta sobre el ser del docente y, en particular, poder dilucidar de qué hablamos cuando hablamos de un docente católico.

Copyright of Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Desde el inicio del proyecto colonizador euro-cristiano-céntrico iniciado en el siglo xvi, la influencia religiosa en el ámbito de la educación pública forma parte de un conjunto de estrategias emprendidas por algunas confesiones religiosas que disputan la hegemonía en la sociedad. El resultado de esto ha sido muy perjudicial para la comunidad escolar, ya que la propagación de la discriminación, la intolerancia y el racismo ha atentado contra la dignidad humana de una parte importante de la población. Este trabajo tiene como objetivo contextualizar la creación y el fortalecimiento de la propuesta de transformación epistemológica y pedagógica de la Educación Religiosa, registrando sus posibles aportes para enfrentar la discriminación, la intolerancia y el racismo en la escuela. Se trata de un estudio cualitativo, de tipo bibliográfico y documental, estructurado en dos partes principales: en la primera, se analiza la presencia del racismo epistémico y la colonialidad del saber en los currículos y prácticas pedagógicas. En la segunda parte, presenta y analiza los fundamentos epistemológicos y pedagógicos que sustentan el currículo de Educación Religiosa en Brasil introducido en la Base Curricular Nacional Común (BNCC), destacando su función social ante la apremiante demanda de reconocimiento de la diversidad religiosa. Los resultados muestran que la Educación Religiosa, en tanto que se supere su carácter doctrinal y proselitista, puede ser un componente curricular que promueva el reconocimiento de la diversidad religiosa y que contribuya a enfrentar la discriminación, la intolerancia y el racismo en la escuela.

En este artículo analizaremos los abordajes, aportes y límites de las teorías pos/de-coloniales sobre la idea de secularización, identificando una doble paradoja: la construcción de una perspectiva crítica sobre dicha categoría como fundamento del andamiaje moderno-eurocéntrico-colonial, pero que aún mantiene un acercamiento prejuicioso hacia el mundo religioso, funcional a las lógicas epistémicas coloniales. A partir de aquí nos concentraremos en el trabajo de los Estudios Subalternos y su análisis distintivo de la secularización como un modo de subyugar las identificaciones religiosas en tanto instancias de crítica subalterna. Después, propondremos un esquema de educación intercultural crítica de lo religioso como un modo de promover, desde una perspectiva pedagógica, una visión subalterna y crítica de y desde lo religioso, con el propósito de superar la secularización como un marco reduccionista del concepto de lo religioso y como lógica de poder epistémico.

Copyright of Historia 396 is the property of Pontificia Universidad Catolica de Valparaiso, Instituto de Historia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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La investigación tiene el propósito de analizar la conformación de sociedades dignas sustentadas en la formación religiosa, al promover relaciones humanas basadas en la solidaridad, humildad y compasión; toda vez que suscita la dignidad inherente la vida. Se realiza un estudio bibliográfico de carácter diacrónico desde el enfoque racionalista deductivo. Motiva enseñar a través del ejemplo; pues, actuar conforme a los Sacramentos implica consentir convivencias justas; al detener la rapacidad egoísta que caracteriza la sociedad contemporánea. Es decir, educar significa humanizar las coexistencias, al considerar que los otros son también manifestación, expresión y evidencia divina; al conocer que al vivir en beneficio de los otros se sirve a Dios.

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this article is to produce a reflection on the profanation as a way of operating with contents of religious dimension in religious teaching classes. It follows a methodology of essay writing, which takes into account the approximation of borders (in this case the concepts and materialities used for this). For this it presents a brief systematization of the concept of desecration, and broadens it for the idea of pedagogical profanation in order to problematize that in school it is possible to desecrate the contents, make them open and accessible to be studied as a matter of school study, the from curricular instigations to the component. In a second moment, we seek to analyze some records of possible pedagogical profiles in religious teaching classes, through articles, summaries and posters documented in the annals of the congresses and seminars promote by the Permanent National Forum of Religious Education – Fonaper. It is concluded by stating that there are relations between the concept of profanation and some practices of non-confessional religious teaching and that it is fundamental to exploit and expand debates as this in order to problematize the theoretical and practical assumptions of religious teaching curricula. [ABSTRACT FROM AUTHOR]

La relación en el sistema escolar chileno de la religión con la educación existe desde la colonia cuando llegaron las primeras congregaciones religiosas católicas con los conquistadores españoles a partir de 1541. Sin embargo, en este texto se abordará la situación de la misma desde 1980 a la fecha, privilegiando la libertad de culto y de abrir establecimientos educacionales que es posible para todas las religiones reconocidas en un amplio contexto ecuménico, como asimismo, la posibilidad de dictar clases de religión por parte de los credos reconocidos y que tengan programas aprobados por el Ministerio de Educación, no solo en sus escuelas o colegios, sino que también en los establecimientos del estado; esta actividad es optativa para los padres o apoderados quienes aceptan o no que el estudiante curse tal asignatura en su plan de estudios. Se trata de un estudio cualitativo con metodología histórico-descriptiva.

En el siguiente artículo se reflexiona sobre las correspondencias y tensiones internas de la educación ciudadana y la educación religiosa en la crisis de las instituciones en Chile. Para ello estableceremos una relación situada en el contexto de la modernidad latinoamericana. El argumento central de este trabajo plantea que, en la actualidad, ambas áreas curriculares se encuentran condicionadas por factores estructurales (societales) que descansan en una narrativa hegemónica sobre la modernidad occidental y que imposibilitan articular tanto el ejercicio ciudadano como la experiencia religiosa desde lo individual hacia lo social. Como estrategia teórico-analítica, se utiliza la categorización de Domingues (2009), que divide la modernidad de América Latina en tres fases. Finalmente, se destacan la importancia de los procesos de individuación en las últimas décadas, décadas, el factor generacional, el concepto de postsecularización y la necesidad de recomponer la narrativa moderna occidental para una comprensión más acorde a nuestro contexto sociohistórico.