O conhecimento e aceitação de estudantes em relação à teoria da evolução: influências e consequências

Abstract

This study aimed to investigate whether aspects of religious belief or disbelief influence the acceptance of evolutionary principles among high school students, considering how religious beliefs can influence these students' perceptions of the theory of evolution. The study was conducted with 61 students aged 16 to 20 from a public school in Santarém, using five-point Likert-scale questionnaires to measure attitudes toward scientific and religious topics. Among the results, it was identified that there were more reports of female participation and attendance at religious services or masses, despite the majority of the sample being male. Regarding religious denomination, the majority identified as Pentecostal, reflecting the national reality. Despite their religious beliefs, most participants demonstrated recognition and acceptance of evolutionary concepts, even though there is a contrast between religious and scientific statements. We believe that questions about the compatibility or acceptance of scientific concepts and religion in the educational context are not only a matter of curricular content, but also a matter of pedagogy and cultural sensitivity. Progress in this area depends on ongoing and constructive dialogue between the different worldviews students bring to the classroom. It is recommended to adopt pedagogical methods that respect individual beliefs while promoting scientific literacy. Science teaching should prioritize the understanding of scientific concepts and the awareness of students' cultural knowledge, fostering an inclusive and respectful environment. It is concluded that the compatibility between science and religion in teaching goes beyond the curriculum; it is a matter of cultural sensitivity and constructive dialogue between different worldviews.