THE SACRED BEYOND THE ABSTRACT: CHALLENGES AND POSSIBILITIES OF INCLUSIVE RELIGIOUS EDUCATION IN THE FINAL YEARS OF ELEMENTARY SCHOOL

Abstract

The present study aimed to investigate the cognitive and pedagogical difficulties related to the approach to the sacred and spirituality in inclusive Religious Education in the final years of Elementary School, proposing accessible strategies based on the Sciences of Religions. The methodology consisted of a bibliographic literature review, with a critical analysis of national and international academic studies addressing Religious Education, educational inclusion, religious diversity, secularism, and accessible pedagogical practices. The discussion of the findings revealed that excessively abstract approaches to the sacred tend to create cognitive barriers and limit the participation of students with different learning profiles. Conversely, the literature indicates that understanding the sacred as a cultural, historical, and symbolic phenomenon supports more inclusive pedagogical practices, particularly when combined with multiple languages, intercultural dialogue, and respect for religious diversity. It is concluded that the research problem was adequately answered and that the proposed objectives were achieved, demonstrating that the Sciences of Religions provide relevant theoretical and methodological foundations for a secular, inclusive Religious Education committed to ethical and civic formation.