The conflict between Science and belief: the learning of the subject origin of life by students of Middle School

• Autor(a) principal: Nascimento, Núbia Costa
• Data de Publicação: 2020
• Outros Autores: Costa, Lilia Carolina Carneiro da, Almeida, Rosiléia Oliveira de, Pena, Fábio Luís Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1919
• topic: Ciência; Religião; Aprendizagem; Origem da vida.; Science; Religion; Learning; Origin of life.

In the classroom is observed the social multiculturalism, evidenced when the theme developed presents conflicts between science and religion. Brazil presents an expressive religious multiplicity and, thus, a question arises: Do beliefs influence the learning of themes that generate conflict between science and religion? This article presents results of a research that aimed to analyze the performance of high school students of different beliefs in the learning process of a topic that generates a conflict between science and religion: the origin of life. The study analyzed six groups of students: Atheists, Ex-religious, Catholics, Protestants, Spiritists/Spiritualists and Adepts of Afro-Brazilian Religions. A Likert questionnaire was used, which allowed the identification of the acceptance/rejection index for the study of the subject, and a test with objective questions and conceptual maps, which permitted to evaluate the performance of students regarding the scientific knowledge about the subject. The analysis of the questionnaire allowed to verify that the relationship between belief and performance in the learning process of the scientific knowledge on the subject did not have a significant difference in the performance of the belief groups, indicating that, even though it is a topic that generates a conflict between science and belief, this conflict does not negatively interfere with the learning.