RELIGIOUS SCIENCES, RELIGIOUS EDUCATION AND NATIONAL COMMON CURRICULAR BASE: ALTERITY, INTERCULTURALITY AND DIALOGAL OPENING

This text addresses the application of the epistemological principles of Religious Studies in non-confessional Religious Education, emphasizing the importance of openness and dialogue. The National Common Curricular Base (BNCC) highlights that the object of study of Religious Education is religious knowledge, as well as promoting interculturality and the ethics of otherness in pedagogical practice. The goal is to investigate how these principles, aligned with the BNCC guidelines, can contribute to teacher training in Religious Education. To this end, the research adopts a bibliographical approach, of a qualitative and documentary nature, in order to explore this connexion. The results show that the BNCC proposal for Religious Education promotes openness to dialogue and a methodological commitment to the diversity of cultures and religions in the school environment. Within this context, we investigated the theoretical conceptions of the concepts of identity and otherness, seeking to deepen these categories for their application in this curricular component. We identify paths that can guide the practice of Religious Education with the purpose of promoting supportive attitudes and stimulating inner dispositions for interpersonal relationships. In this aspect, the dialogical attitude emerges as a practical possibility, allowing educators to reflect qualitatively with students on the diversity present in their religious and cultural contexts. It can be concluded that the application of the epistemological principles of Religious Studies can enrich teacher training and guide pedagogical work, promoting dialogue between different cultures and religions, in addition to fostering a more inclusive and respectful education.