Educación valórica inclusiva y los desafíos de la educación religiosa para ser garante de tolerancia e inclusión social

Abstract

Religion class is a scenario of educational interaction, which has not been exempted from tensions proper of its evangelizing and doctrinaire nature. Currently, we live in a troubled society, changing and tending to secularization; the religion class takes a stance particularly as an space for development and learning the expression of freedom of thinking and the right to the private judgement; an space where the different historical, cultural, and theological worldview on a community which coexists in the same educational space, over which the teacher has the challenge to guaranty the inclusion and tolerance in a respectful and empathetic approach towards the different otherness of its students. It is relevant to know the functioning and regulations, which rule Religion classes in Chile, to position in a worldwide context the differences and similarities of the approach to the Religion class in the formal education, and the curriculum represented on it, considering the epochal versions of an educational system, which has been infiltrated by the religious point of view from times of the Spanish colony in South America, which has been giddily transformed from the transitions occurred, which is translated in the fact the teacher of Religion should sharpen its senses and be creative in the way to communicate with its students, attending the new epistemological approaches, not only in inclusive education, but also from the inter-religious and ecumenical dialogues.