Teacher training in religious education: challenges, impacts and perspectives in contemporary education

Abstract

This article analyzes the lack of initial and continuing training of Religious Education teachers and the impacts of this gap on the teaching and learning process. The research, qualitative in nature, was developed through a bibliographic review, based on the analysis of ten scientific articles published in national journals. The study showed that the subject faces conceptual, methodological, and identity weaknesses that hinder its consolidation as a curricular component aimed at citizenship, pluralism, and a culture of peace. The results were organized into three axes: (a) the professional identity of Religious Education teachers, still under construction and marked by the absence of structured training; (b) the need to value cultural and religious diversity, with emphasis on the recognition of African-based religions and the promotion of inter-religious dialogue; and (c) the contemporary challenges related to the integration of digital technologies and Education 5.0.  It is concluded that the consolidation of Religious Education depends on the implementation of public policies for initial and continuing teacher training that combine epistemological foundations, respect for diversity, and digital skills. Only with well-prepared teachers will it be possible to strengthen the subject as a democratic, inclusive, and updated curricular component, capable of effectively contributing to the integral formation of students.