Abstract

This article analyzes and compares the content of the curricula published in Spanish legislation in 2022, of Catholic and Islamic religions, in compulsory education in Spanish schools, in order to determine whether the subject taught in schools helps to prevent violent radicalism. A qualitative methodology is carried out, together with a critical discourse analysis, to detect whether the curricular content (Catholic and Islamic) reflects the intercultural educational reality and whether it teaches students the main descriptors of global competence and the codes of ethical, intercultural, and communication behavior. The descriptors related to tolerance, peace, coexistence, interculturality, respect, equality, dialogue, human rights, humanity, democracy, common good, gender perspective, citizenship, diversity, belonging, identity, critical thinking, participation, cooperation, empathy, information, violence, extremism, and inequality are analyzed. To conclude, they emphasize that religious curriculum design is a fundamental and vital aspect in the prevention of radicalism. Both Catholic and Islamic Education Curricula recognize the importance of the teaching of religion for young people to act as leaders in the construction of peace and the common good in society.