Religious beliefs and evolution: a model for the dialogue in classroom

Detalhes bibliográficos
Autor(a) principal: Teixeira, Pedro Pinheiro
Data de Publicação: 2018
Outros Autores: Levinson, Ralph
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p195
Resumo: Evolutionary theory is defended as an organizing axis for biology teaching, but there are difficulties to do so, including conflicts with some religious orientations that perform literal readings of the Bible, such as Pentecostalism. In this research, we sought to understand how the teaching of evolution is developed in contexts of great presence of Pentecostal students. For this purpose, we have investigated two schools with large numbers of Pentecostal students by means of observation, interviews and questionnaires. The results show that when teachers discuss evolution, they dismiss or show fear of students’ religious ideas or introduce their own personal beliefs. We propose a model of dialogue, based on the Habermas’s idea of discourse and France’s idea of search space, where common ground can be found to promote the understanding of evolution without the intention of converting different views. We show the possibilities for the model applied to our data and point to future developments.
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spelling Religious beliefs and evolution: a model for the dialogue in classroomCrenças religiosas e evolução: um modelo para o diálogo em aulaEvolutionary theory is defended as an organizing axis for biology teaching, but there are difficulties to do so, including conflicts with some religious orientations that perform literal readings of the Bible, such as Pentecostalism. In this research, we sought to understand how the teaching of evolution is developed in contexts of great presence of Pentecostal students. For this purpose, we have investigated two schools with large numbers of Pentecostal students by means of observation, interviews and questionnaires. The results show that when teachers discuss evolution, they dismiss or show fear of students’ religious ideas or introduce their own personal beliefs. We propose a model of dialogue, based on the Habermas’s idea of discourse and France’s idea of search space, where common ground can be found to promote the understanding of evolution without the intention of converting different views. We show the possibilities for the model applied to our data and point to future developments.A teoria evolutiva é defendida como eixo organizador do ensino de biologia, porém há várias dificuldades para tal, incluindo conflitos com determinadas orientações religiosas que realizam uma leitura literal da Bíblia, como o pentecostalismo. Nesta pesquisa, procuramos compreender de que maneira o ensino da teoria evolutiva é desenvolvido em contextos de grande presença de estudantes pentecostais. Para isso, investigamos duas escolas com grande número de estudantes pentecostais através de observações, entrevistas e questionários. Os resultados mostram que quando os professores discutem evolução, eles desvalorizam ou mostram receio em relação às ideias religiosas dos alunos ou introduzem suas crenças pessoais. Propomos um modelo de diálogo, baseado na ideia de discurso de Habermas e de espaço de busca de France, no qual bases comuns podem ser encontradas a fim de promover a compreensão da evolução sem o intuito de converter pontos de vista diferentes. Mostramos as possibilidades do modelo aplicadas aos nossos dados e apontamos para desenvolvimentos futuros.Universidade Federal de Santa Catarina2018-05-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p19510.5007/1982-5153.2018v11n1p195Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 1 (2018); 195-2161982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p195/36695Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessTeixeira, Pedro PinheiroLevinson, Ralph2018-05-21T12:47:11Zoai:periodicos.ufsc.br:article/49423Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-05-21T12:47:11Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Religious beliefs and evolution: a model for the dialogue in classroom
Crenças religiosas e evolução: um modelo para o diálogo em aula
title Religious beliefs and evolution: a model for the dialogue in classroom
spellingShingle Religious beliefs and evolution: a model for the dialogue in classroom
Teixeira, Pedro Pinheiro
title_short Religious beliefs and evolution: a model for the dialogue in classroom
title_full Religious beliefs and evolution: a model for the dialogue in classroom
title_fullStr Religious beliefs and evolution: a model for the dialogue in classroom
title_full_unstemmed Religious beliefs and evolution: a model for the dialogue in classroom
title_sort Religious beliefs and evolution: a model for the dialogue in classroom
author Teixeira, Pedro Pinheiro
author_facet Teixeira, Pedro Pinheiro
Levinson, Ralph
author_role author
author2 Levinson, Ralph
author2_role author
dc.contributor.author.fl_str_mv Teixeira, Pedro Pinheiro
Levinson, Ralph
description Evolutionary theory is defended as an organizing axis for biology teaching, but there are difficulties to do so, including conflicts with some religious orientations that perform literal readings of the Bible, such as Pentecostalism. In this research, we sought to understand how the teaching of evolution is developed in contexts of great presence of Pentecostal students. For this purpose, we have investigated two schools with large numbers of Pentecostal students by means of observation, interviews and questionnaires. The results show that when teachers discuss evolution, they dismiss or show fear of students’ religious ideas or introduce their own personal beliefs. We propose a model of dialogue, based on the Habermas’s idea of discourse and France’s idea of search space, where common ground can be found to promote the understanding of evolution without the intention of converting different views. We show the possibilities for the model applied to our data and point to future developments.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p195
10.5007/1982-5153.2018v11n1p195
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p195
identifier_str_mv 10.5007/1982-5153.2018v11n1p195
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n1p195/36695
dc.rights.driver.fl_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 1 (2018); 195-216
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
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