Religious Education as a Disposition of Consciousness for Self-Knowledge in Contemporary Education
Jeferoson Ornelas Freie Gel Varella, Francisco Antônio Pereira Fialho
International Journal of Knowledge Engineering and Management June 23, 2026 Peer reviewed DOI: 10.5007/2316-6517.2026.e112901 via OpenAlex
Summary
The paper reconceptualizes religious education as a means of fostering self-knowledge rather than adhering to confessional doctrines. It emphasizes the importance of integrating science, philosophy, and spirituality within the Brazilian educational framework. Key themes include self-knowledge, virtue, and the inclusion of Afro-Brazilian traditions. The study introduces Qualic Philosophy to bridge objective knowledge with lived experience, arguing that a critical and ethical approach to religious education can help develop conscious individuals and contribute to a more integrated society.
Study at a glance
| Key finding | Religious education should focus on developing consciousness and self-knowledge rather than merely transmitting content. |
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Abstract
This paper proposes a reconceptualization of religious education within the contemporary educational landscape, framing it as a disposition of consciousness oriented toward self-knowledge. Moving beyond confessional and doctrinal approaches, religious education is examined as an integrative epistemic field capable of bridging science, philosophy, and spirituality. Grounded in the Brazilian educational framework—particularly the National Education Guidelines and Framework Law (LDB) and the National Common Curricular Base (BNCC) — this study argues that education must transcend content transmission and assume an ontological dimension centered on the formation of consciousness. Key themes include self-knowledge, virtue, religiosity as a psychic function, contemplative practices, secularism, and citizenship, with particular attention to the inclusion of Afro-Brazilian traditions. The concept of Qualic Philosophy is introduced as a theoretical bridge between objective knowledge and lived experience, proposing a transition from the quantum paradigm to Qualium — understood as the experiential dimension of reality. The paper concludes that religious education, when guided by critical, ethical, and transdisciplinary principles, constitutes a fundamental axis for the development of conscious individuals and a more integrated society.