Significant learning in catholic religious education: the case of Temuco (Chile)
Significant learning in catholic religious education: the case of Temuco (Chile)
Authors
Navarrete, Jessica
Vasquez, Angelica
Montero, Efrain
Cantero, Daniel
Vasquez, Angelica
Montero, Efrain
Cantero, Daniel
Authors
Date
Datos de publicaciĆ³n:
10.1080/01416200.2019.1628005
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Abstract
The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils' everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.