El currículo por competencias y la Educación Religiosa Escolar: un análisis desde la práctica docente

Abstract

Abstract: This research analyzes the articulation of School Religious Education (ERE) with the competency-based curriculum, based on the perceptions and evaluations of the teachers. The objective of the study was to describe the teachers' representations of SRE, to identify the tensions and convergences between its contents and the competency-based graduation profile, and to provide the basis for pedagogical guidelines that strengthen this articulation. The research contemplates a quantitative method, through an analytical-descriptive design and the survey applied to teachers using the Likert scale as a tool. The findings show that the ERE is mostly considered a training space for the development of ethical, civic and socio-emotional competencies; however, they also expose tensions in curricular, methodological and evaluative dimensions. It is concluded that, although the ERE assumes its formative role and is consistent with the profile of Baccalaureate graduates, its consolidation requires strengthening teacher training, contextualized planning and authentic evaluation, in order to guarantee a coherent and meaningful pedagogical practice.