Pregrado Licenciatura en Educación Religiosa

URI permanente para esta colecciónhttp://hdl.handle.net/11634/13125

Examinar

Mostrando 1 - 20 de 44

El aprendizaje significativo de la ERE en los niños de séptimo grado de la Institución Educativa Escuela Normal Superior de Neiva
(Universidad Santo Tomás, 2026-05-04) Penagos Méndez, Sergio Lizney; Quintero Torres, Fredy Alonso; Moreno Romero, Oliverio de Jesús; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001771833; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001386210; https://scholar.google.com/citations?user=Ab9CTLcAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=ZPcFWbwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7922-4896; https://orcid.org/0000-0002-7640-2992
Religious Education in Schools (RES) is established as a fundamental and mandatory area within educational institutions, intended to contribute to the personal development of the individual and the full development of their faculties. However, although regulations recognize it as essential, in practice it is often relegated, that is, it is given little priority within the school curriculum, which is reflected in the low number of class hours and the perception of it as a supplementary rather than a formative subject. Given this reality, this research addresses the role of RES in the comprehensive education of seventh-grade students at the Escuela Normal Superior de Neiva (ENS). To this end, it is structured in three chapters: the first, entitled "Preliminaries," defines the topic and contextualizes the target population; the second, corresponding to the theoretical framework, develops the conceptual, legal, pedagogical, and didactic categories that underpin RES and Meaningful Learning; and the third presents the findings and conclusions, resulting from the analysis of the perceptions of students and the lead teacher. This work seeks to highlight the importance of meaningful learning in Religious Education (RE) as an essential component of Colombian education, emphasizing its contribution to students' personal, cultural, spiritual, and social development. It also presents RE as a relevant alternative for life skills education, strengthening the affective, cognitive, and spiritual dimensions of the student, while offering a critical analysis of RE in light of the undervaluation it has suffered in the school setting.
El cultivo de la espiritualidad en los adolescentes, desde una perspectiva de pluralismo religioso y ecumenico
(Universidad Santo Tomás, 2026-03-23) Alvarez Hoyos, Raquel Rosario; Escobar Mejia, José Edwar; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000144417; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002188076; https://scholar.google.com/citations?user=xV114MMAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7251-0718; https://orcid.org/0009-0002-4135-6372
The presentation, "Cultivating Adolescent Spirituality from a Religious Pluralistic and Ecumenical Perspective," aims to highlight the importance of family and school in the spiritual development of adolescents. Spirituality is fundamental to the holistic growth of young people, helping them face life's challenges and find a sense of purpose and connection. The methodology used in the presentation includes a literature review that emphasizes the importance of an ecumenical and pluralistic approach to spiritual education, integrating comparative studies of religions and promoting respect among diverse religious traditions. Practical strategies for fostering spirituality at home are presented, such as reflection, open dialogue, and participation in community and religious activities. The presentation concludes that both family and school must collaborate closely to provide an environment that fosters the spiritual growth of adolescents. Parents who cultivate a spiritual atmosphere at home contribute significantly to the development of their children's spiritual intelligence, while schools should adopt an inclusive approach that promotes respect and understanding among different religious traditions.
Familia, educación e identidad cristiana: Un análisis del sentido de la vida
(Universidad Santo Tomás, 2025-08-22) Osorio Pérez, Marvin Darío; Caraballo Atencia, Alexander; Moreno Romero, Oliverio de Jesús; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001386210; https://scholar.google.com/citations?user=ZPcFWbwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7640-2992
This research aims to identify the main contributions of the family and Religious Education (RE) to the formation of students from seventh to eleventh grade at Windsor Royal School in Montería, Córdoba. Using a qualitative approach, the study employs questionnaires, focus groups, and semi-structured interviews to explore the interaction between family values, formal and informal education, spirituality, and life purpose. The findings reveal intergenerational coherence in the transmission of Christian values such as respect, faith, love, and solidarity—essential for shaping young people’s personal and spiritual identity. Key factors such as social justice, family support, and participation in community and church life are examined. The study highlights that both the family and RE serve as formative agents that foster critical thinking, responsible decisionmaking, and the embodiment of lived spirituality. It also emphasizes the importance of encouraging intergenerational dialogue and integrating ethical and spiritual dimensions throughout the educational process.
Aportes del Pluralismo Religioso a la Construcción de un Currículo Crítico Escolar
(Universidad Santo Tomás, 2025-09-06) Orozco Ortiz, Daniel Orlando; Quintero Torres, Fredy Alonso; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001771833; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001948185; https://scholar.google.com/citations?user=Ab9CTLcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7922-4896; https://orcid.org/0000-0002-5468-6904
This article explores the contributions of religious pluralism to the construction of a critical curriculum in school contexts, through a qualitative documentary research with hermeneutic approach. Religious pluralism is analyzed not only as the coexistence of religions, but as an active attitude of dialogue, inclusion and mutual recognition that strengthens education in values such as freedom, respect and empathy. At the same time, the concept of critical curriculum is developed as an emancipatory pedagogical proposal, built on the basis of reflection on the social, political and cultural realities of the student. The study reveals that religious education class, traditionally considered as a doctrinal space, can become a stage for critical thinking and civic training if it is based on plurality. It also highlights the role of the teacher as a mediator between knowledge and context, able to design meaningful proposals from religious diversity. The article concludes that the articulation between religious pluralism and critical curriculum promotes a transformative education, where knowledge is put at the service of coexistence, social justice and the training of world citizens aware of their reality and committed to their collective transformation.
El Rol de la educación religiosa escolar en la resolución de conflictos como estrategias para mejorar la convivencia en el grado octavo de la Institución Educativa Santa Fe Ralito
(Universidad Santo Tomás, 2025-07-25) Gómez Niño, David; Berrío Zapata, Elena Patricia; Villalobo Contreras, Navis De Jesús; Botero Martínez, José Leonar; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001563995; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002172889; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002183332; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002160388; https://scholar.google.com/citations?user=XweF-jwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-6725-8052; https://orcid.org/0009-0001-4533-7059; https://orcid.org/0009-0002-6723-5456
This research aims to analyze the causes that generate school conflicts among eighth-grade students at the Inesfer Educational Institution, located in the department of Córdoba, Colombia, and to develop effective strategies for their resolution. These conflicts impact not only the school environment but also the students' family and social surroundings. For this reason, an analysis of the social context of the region must be included, as it is marked by a history of violence due to the internal armed conflict, which has influenced school coexistence. The methodology employed is ethnographic in nature, complemented by the philosophical hermeneutics of Gadamer and Heidegger. This approach allows for a deep understanding of student behavior, integrating their previous experiences, prejudices, and cultural context. The concept of the fusion of horizons is key to interpreting the social and school dynamics of the community, which facilitates the identification of cultural and experiential biases. Finally, the research seeks to propose solutions that promote a more harmonious and healthy coexistence both within the institution and in the community in general, with the aspiration that the youth become leaders capable of contributing to a more peaceful and equitable social environment.
El Rol de la Educación Religiosa Escolar en el Cuidado del Medio Ambiente
(Universidad Santo Tomás, 2025-06-28) Buitrago Jaimes, Rosa Liliana; Quintero Torres, Fredy Alonso; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001771833; https://scholar.google.com/citations?user=Ab9CTLcAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7922-4896
This reflective article explores the role of School Religious Education in promoting environmental stewardship, highlighting its contribution to developing an ecological awareness grounded in ethical and spiritual values. Using an interreligious approach, it examines how SRE fosters dialogue and cooperation between different religious traditions to address the environmental crisis. Furthermore, it analyzes pedagogical practices that integrate respect for nature into educational processes, contributing to the generation of community movements oriented toward sustainability. It argues that SRE can play a key role in developing citizens committed to environmental stewardship, promoting a cultural shift toward a more supportive and respectful model of creation. The analysis draws on authors such as Boff (2020), Suárez (2017), and Francis' encyclical Laudato Si' (2015), among others, who highlight the need for a comprehensive approach that combines education, ethics, and collective action to address contemporary ecological challenges.
La Educación Religiosa Escolar en el Momento Histórico de la Inteligencia Artificial : Informe Final de Examen de Madurez
(Universidad Santo Tomás, 2024) Benítez Agudel, Yermaín; Moreno Romero, Oliverio De Jesús; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001386210; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001951721; https://scholar.google.com/citations?user=ZPcFWbwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7640-2992; https://orcid.org/0000-0003-3091-4869
School Religious Education (hereinafter SRE) in the historical moment of Artificial Intelligence (hereinafter AI) is framed within the research line of pedagogy, Religious Education, and Information Technologies, from an academic context and exercise of a Maturity Exam in the Bachelor’s Degree Program in Religious Education at the Universidad Santo Tomás. Therefore, the objective of this study is to identify some opportunities offered by AI to Religious Education teachers in educational institutions of the municipality of Tuluá, Valle del Cauca; the effects on teaching-learning processes, and the ethical, social, and pedagogical challenges that arise in this historical moment.
La Formación Integral y las Representaciones Sociales en la Educación Religiosa Escolar
(Universidad Santo Tomás, 2024) Suárez Rodríguez, Nely Amparo; Vargas Morante, Nora Fernanda; Escobar Mejía, Jose Edward; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002101816; https://scholar.google.com/citations?user=xV114MMAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0007-5015-3530
This article focuses on examining the impact of social representations on the integral formation of eleventh grade students through ERE. It recognizes the importance of understanding how social representations of religion and spirituality influence students' lives and their personal and social development. ERE has been a relevant issue in the educational field, due to its possible influence on the integral development of students. In this context, the present research focuses on exploring the meaning that the area of ERE has for eleventh grade students from different educational institutions, from different spheres such as personal, social, spiritual and family. In addition, the relationship between social representations and integral formation is explored, considering the cognitive, affective and social interaction in its development, through the results of a survey conducted to students of the grade in question and, valuable data is provided on their knowledge and attitudes towards ERE education and its influence on their integral formation.
Pluralidad, armonía y tolerancia religiosa en el aula.
(Universidad Santo Tomás, 2024-12-12) Banda Gaviria, Ana Isidora; Vertel López, Alexandra; Quintero Torres, Fredy Alonso; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001771833; https://scholar.google.com/citations?hl=es&user=Ab9CTLcAAAAJ; https://orcid.org/0000-0002-7922-4896
The General Law of Education Law 115 states that education is a process of lifelong, personal, cultural and social personal, cultural and social formation that is based on an integral conception of the human person, his dignity of the human person, his dignity, rights and duties. On the other hand, Decree No. 4500 (December 19, 2006) mentions in its Article 2. The area of Religious Education. All educational establishments that provide formal education shall offer, within the curriculum and in the study plan, the All educational establishments that provide formal education shall offer, within the curriculum and in the study plan, the area of Religious Education as compulsory and fundamental, with the hourly intensity defined by the Institutional Educational Project, in addition in Article 5. Religious freedom. Students exercise their right to religious freedom by choosing whether or not to take the religious education offered at their school. the religious education offered in their educational establishment, even if it does not correspond to their creed, and in such a case, to their creed, and in such case to carry out the activities related to this area in accordance with the provisions of the Institutional Educational Project (PEI). in the Institutional Educational Project PEI. In the development of the pedagogical practice carried out by the teachers, it has become evident that in spite of having that in spite of having legislative backing, there has been an affectation in the area of Religious Education from the of Religious Education from the school plurality, the acceptance and respect of the culture and beliefs that the student must profess. and beliefs that the student must profess in their behavior, this linked to the education given at home, where very often the education at home, where very often we observe the loss of cultural identity and the oblivion of religiosity at school. to religiosity in the school. Translated with DeepL.com (free version)
Incidencia del Pluralismo Religioso y Cultural, Desde la Inclusión Como Política Pública, en la Educación Religiosa de los Niños de Grado 4° de la Institución Educativa San Clemente, Sede Principal.
(Universidad Santo Tomás, 2024) Ortega Ruiz, Yadubis Ester; Moncada Guzmán, Ciro Javier; Universidad Santo Tomás
Incidencia de la ERE al Pluralismo Religioso en el Marco de la Construcción del Proyecto de Vida de los Estudiantes de 10° del Colegio Nuestra Señora de Nazareth del Municipio de Purificación - Tolima
(Universidad Santo Tomás, 2022) López Ocasión, Ruth Gladys; Barragán Gómez, Edwin Mauricio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001433776; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001925975; https://scholar.google.es/citations?hl=es&user=ZLT-lc0AAAAJ; https://orcid.org/0000-0002-9036-7062
Propuesta para la formación de la dimensión espiritual en estudiantes de grado décimo
(Universidad Santo Tomás, 2024) Ramírez Páez, César Augusto; Moreno Romero, Oliverio de Jesús; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001386210; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002205185; https://scholar.google.com/citations?hl=es&user=ZPcFWbwAAAAJ; https://orcid.org/0000-0002-7640-2992
La inteligencia espiritual como contribución a la implementación de la educación para la paz en Colombia
(Universidad Santo Tomás, 2024) Ruíz Hernández, Francisco José; Botero Martínez, José Leonar; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001563995; https://scholar.google.com/citations?hl=es&user=XweF-jwAAAAJ; https://orcid.org/0000-0002-6725-8052
Cosmovisiones Originarias e Inteligencia Espiritual: Aportes para una espiritualidad desde la Educación Religiosa Escolar -ERE
(Universidad Santo Tomás, 2024-04-13) Uribe Moreno, Eleázar; Nieto Bravo, Johan Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000017719; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002145442; https://scholar.google.com/citations?hl=es&user=TJn39UYAAAAJ; https://orcid.org/0000-0002-8608-8511; https://orcid.org/0009-0002-2084-0405
The light of Modernity was brought, among other historical events, by the Discovery of Abya-Yala. From this, the Worldviews of the New and Old World opened new perspectives from the spiritual and the transcendent, as well as the exploration of new spaces for reflection. On the other hand, the epistemological apparatus, offered by the reflection on Spiritual Intelligence, is connected to the cosmological-spiritual principles of the ancestral communities of what is now known as Latin America. This text does not intend to be an apologetic for cultural or religious positions, but rather, the approach of a proposal to the ERE, based on the neologism etho-spirituality, or spirituality of customs.
La Educación Religiosa Escolar en Contextos Inclusivos: Explorando su Impacto a Través de la Educación Integral, para una Buena Convivencia Escolar Desde el Gimnasio Mi Alegre Infancia - Gimnasio Moderno del Sinú, de la Ciudad de Montería, Córdoba.
(Universidad Santo Tomás, 2024-03-20) Fabra Lobo, Jámel De Jesús; Quintero Torres, Fredy Alonso; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001771833; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002180485; https://scholar.google.com/citations?hl=es&user=Ab9CTLcAAAAJ; https://orcid.org/0000-0002-7922-4896
El Cultivo de la Inteligencia Espiritual en la Educación Religiosa Escolar
(Universidad Santo Tomás, 2024-01-26) Mosquera Cárdenas, Carlos Andrés; Quintero Torres, Fredy Alonso; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001771833; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002173749; https://scholar.google.com/citations?hl=es&user=Ab9CTLcAAAAJ; https://scholar.google.com/citations?hl=es&user=aKaqL8sAAAAJ; https://orcid.org/0000-0002-7922-4896; https://orcid.org/0009-0000-0513-1665
Aportes de la Educación Religiosa y la Pastoral Educativa a la Formación Integral en la Escuela
(Universidad Santo Tomás, 2023-09-19) Chaves Daza, Rosa Beatriz; Nieto Bravo, Johan Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000017719; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001977039; https://scholar.google.com/citations?hl=es&user=TJn39UYAAAAJ; https://orcid.org/0000-0002-8608-8511
The pedagogical practice faces several challenges each school year, specially in Colombia which Constitution defines it as a pluralistic state. The aim of this research is to contrast the paradigms of the Colombian religious education. In order to present a wider perspective of the pastoral education which recognizes the diversity of religious in Colombia. In addition, it includes an open dialogue between the different religions and points of view that embraces an integral education which develops students’ social skills for their daily lives. As a methodology, this documentary research used the qualitative approach to try to fully understand what was investigated from its complexity, also, the hermeneutic epistemological perspective that was carried out in it allowed a reflective process of the knowledge obtained and the appropriation of the context, finding meaning and depth to what is interpreted from articles and books that referred to pedagogical practices of religious education. It was found with this theoretical foundation significant contributions that both the educational pastoral and the pedagogical practices make to the integral formation of the person in the school.
Articulación del Pluralismo Religioso y la Dimensión Espiritual en la Clase de Ere de Los Estudiantes del Grado Décimo de la Institución Educativa Alfonso Palacio Rudas
(Universidad Santo Tomás, 2023-09-18) Ríos Solano, Jonny Alexander; Nieto-Bravo, Johan Andrés; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000017719; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001926346; https://scholar.google.com/citations?hl=es&user=TJn39UYAAAAJ; https://orcid.org/0000-0002-8608-8511; https://orcid.org/0000-0001-6283-0905
La Educación Religiosa Escolar en la Era de la Postsecularización
(Universidad Santo Tomás, 2023-09-18) Betancourt Díaz, Leimar; Moncada Guzmán, Ciro Javier; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001592537; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002019230; https://scholar.google.com/citations?hl=es&user=3sUCUu4AAAAJ; https://orcid.org/0000-0003-0796-9546; https://orcid.org/0000-0002-5936-6686
Educación Religiosa Escolar y Alteridad Frente al Acoso Escolar.
(Universidad Santo Tomás, 2023-09-18) Obando Riaño, Víctor Daniel; Moreno Romero, Oliverio de Jesús; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001386210; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001925311; https://scholar.google.com/citations?hl=es&user=ZPcFWbwAAAAJ; https://orcid.org/0000-0002-7640-2992

Examinar

Envíos recientes