Abstract

This paper discusses the integration of faith, culture and life in Catholic schools, offering keys to understanding and pedagogical orientations. First, based on magisterial documents, the text identifies three features that characterise this integration: a comprehensive understanding of knowledge, a testimony offered through the lives of teachers, and an approach to Catholic schools as a ‘community laboratory’. Second, the paper exemplifies the integration of faith, culture and life through a secondary school mathematics class. This example allows manifesting those three features in concrete pedagogical practice. Finally, the paper provides orientations that can foster the integration of faith, culture and life in Catholic Schools. These guidelines are related to: promoting teaching-learning experiences based on analogy, discussing the understanding of knowledge that runs through the school curriculum, articulating the pedagogical principles that guide teachers’ work, and guaranteeing institutional commitment to transform the school into a community laboratory.