REFLECTIONS AND PRACTICES IN THE INITIAL AND CONTINUING TRAINING OF PROFESSIONALS WORKING IN RELIGIOUS EDUCATION

Abstract

This editorial introduces a dossier dedicated to the challenges and perspectives of the initial and continuing education of professionals working in Religious Education within Brazilian Basic Education. It highlights the transformations brought about by the National Common Curricular Base (BNCC), which have encouraged the transition from confessional approaches toward pedagogical practices grounded in religious diversity, democratic values, state secularism, and the promotion of respect for human rights. The text emphasizes the need for teacher education programs capable of addressing the complexity of contemporary religious phenomena and responding to issues such as religious intolerance, racism, cultural diversity, gender, sexuality, and socio-emotional development. Bringing together contributions from different regions and educational contexts, the dossier explores themes including the role of the Science of Religion in teacher education, interculturality, Indigenous religiosities, ethnic-racial relations, continuing professional development, integral education, museum education, and humanistic pedagogies. Collectively, the studies advocate for a critical, pluralistic, and context-sensitive approach to Religious Education teacher training, aligned with the principles of a democratic and secular educational system.