Elementos Curriculares del Área de Educación Religiosa Escolar Enfocados en la Educación Inclusiva Para el Grado Noveno a Través de la Pedagogía del Diálogo Como Estrategia Para el Diálogo Interreligioso y Ecuménico en la Institución Educativa Bello Horizonte de la Ciudad de Valledupar

Abstract

The objective of this research was to design a curriculum proposal in the area of school religious education focused on inclusive education for ninth grade, using the pedagogy of dialogue as a strategy for interreligious and ecumenical dialogue at the Bello Horizonte educational institution in the city of Valledupar. The study was conducted using a qualitative approach with a descriptive-propositional scope. The results identified the need to strengthen the curriculum components of religious education from an inclusive perspective, recognizing religious facts and phenomena as subjects of study common to all students. Likewise, pedagogical guidelines based on the pedagogy of dialogue were established to promote the recognition of religious diversity, active participation, and respectful coexistence in the classroom. It is concluded that an inclusive curriculum proposal based on interreligious and ecumenical dialogue constitutes a relevant alternative for promoting holistic education, respect for difference, freedom of conscience, and the construction of a culture of peace in diverse educational contexts.