摘要：Religious Education remains a field of heated debate. The controversy over the relevance of its offer in public schools, as well as its nature and purpose are reflected in legislation, whose gaps leave room for ambiguous and contradictory interpretations. The absence of clarity also reveals itself in the confusion about its epistemological identity, which is also a matter of dispute. In this article, we address both the legal and the epistemic issues, seeking to reflect on the current status of these debates.
