El corazón inquieto en la intemperie

School religious education (RE) operates in a context where access to knowledge, meaning-making and relationships are changing. This article asks how Augustinian spirituality and pedagogy can contribute to Catholic school RE amid the volatility, uncertainty, complexity and ambiguity described by VUCA. A narrative bibliographic-documentary review and hermeneutical analysis compare passages from four works by Augustine with pedagogical scholarship, recent RE research and sources on contemporary transformations. Desire, interiority, truth, charity, communion and hope serve as initial categories, refined through analysis; four axes structure the educational proposal. The search for truth guides judgement; interiority supports reflective appropriation; communion and community situate learning within reciprocal relationships; service connects understanding with responsibility. The contribution justifies their relationships and curricular mediations, distinguishing historical foundations, pedagogical reception and contemporary reconstruction. It proposes criteria for interpretation, dialogue and encounter, attending to freedom of conscience and inequalities. The study grounds educational possibilities whose implementation and effectiveness require situated research.