Religious Education and Critical Pedagogies: A Systematic Review of Epistemological Configurations and Tensions (2020–2025)
DOI:
https://doi.org/10.5281/zenodo.21399734Keywords:
religious education, secondary education, social justiceAbstract
This research aimed to conduct a comprehensive analysis of the scientific literature published from 2020 to 2025 on the link between religious education in secondary schools and critical pedagogies focused on civic education. To this end, a narrative systematic review considering qualitative interpretive principles was conducted using 30 publications selected from SciELO, Dialnet and ScienceDirect based on inclusion and exclusion criteria as well as methodological quality criteria. The results showed the existence of six thematic axes, four pedagogical models, and four epistemological conflicts. It can be concluded that there is a shift from the doctrinal approach to those based on dialogue and pluralism, leading to social justice and democratic participation. The conclusion is made that this connection makes students more autonomous, responsible, and critical in religious education at the level of secondary education nowadays.
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