Hacia una didáctica mistagógica de la Educación Religiosa Escolar

School Religious Education faces the challenge of articulating the contents of the religious tradition with the search for meaning, interiority, and openness to transcendence, without reducing teaching to doctrinal transmission or turning the experience of faith into a pedagogical outcome. This article proposes a mystagogical didactic approach as a way of organizing teaching through an interpretive and non-possessive approach to Mystery. Through a theoretical-hermeneutical essay, Jean-Luc Marion’s phenomenology of givenness and Jean-Yves Lacoste’s liturgical phenomenology are brought into dialogue. From this articulation, five dimensions are proposed: the classroom as threshold, the teacher as mystagogical mediator, symbolic mediations, time as kairos, and assessment as formative discernment. The article concludes that this approach can foster meaningful, deep, and potentially transformative learning while respecting students’ freedom and the inherent limits of religious experience.