Fostering intercultural dialogue through religious education in primary education in Spain

Autores/as

  • María Luisa Sierra-Huedo Universidad San Jorge
  • Cayetano Fernández Universidad San Jorge

DOI:

https://doi.org/10.30827/profesorado.v24i3.8170

Resumen

This article is part of a multiphase research project funded by Erasmus Plus, which main objective is to analyze how religious education in Spanish primary schools help to promote interculturalism and the development of intercultural competence among the students. Taking into account the main value of European citizenship promoting inclusion based on cultural diversity. This article focuses on advantages and of teaching religion in primary education as well as the challenges that teachers face due to different factors: educational law, content, pedagogical approaches and diversity in the classroom. Qualitative methodology is used to analyze the current situation of religious education and how teachers can develop intercultural competence among their students.

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Biografía del autor/a

María Luisa Sierra-Huedo, Universidad San Jorge

Profesora de Intercultural Communication en grados de Comunicación y Ciencias Sociales y de Contextos y Procesos Educativos y Coordinadora de Módulo Trabajo Fin de Máster del Máster de Profesorarado

Cayetano Fernández, Universidad San Jorge

Doctor en Historia por la Universidad de Navarra. Profesor de Historia. Profesor del Módulo Específico en Ciencias Sociales y Humanas del Máster de Profesorado. Investigador Principal del grupo de investigación reconocido por la DGA "Migraciones, Interculturalidad y Desarrollo Humano". Investigador en diferentes proyectos internacionales financiados por la EU como MEDCHANGE (FP7) Marie Curie; SINO (Erasmus Plus); LIFE (Erasmus Plus).

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Publicado

2020-12-04

Cómo citar

Sierra-Huedo, M. L., & Fernández, C. (2020). Fostering intercultural dialogue through religious education in primary education in Spain. Profesorado, Revista De Currículum Y Formación Del Profesorado, 24(3), 335–356. https://doi.org/10.30827/profesorado.v24i3.8170