CIÊNCIA E RELIGIÃO: FRAGILIDADES NA BNCC E O NEGACIONISMO CIENTÍFICO

Abstract

The research analyzes the possible relationships between science and religion, identifying gaps and/or weaknesses in the BNCC guidelines for the curricular component of Religious Education. It seeks to assess how such gaps contribute to the phenomenon of scientific denialism in public school surveyed. A methodological blend is undertaken, involving bibliographic and documentary research and the realization of a case study in a school of the municipal school of Cariacica-ES, with students enrolled in the 9th year of Elementary School. The theoretical framework of the research is structured from the thought of Ian Barbour, considering his practical proposals of integration between science and religion. The research is structured in three chapters. In the first, the possible interrelations between science and religion are explored, emphasizing the discourse that permeates scientific denialism and assessing its impact on the education of elementary school students. In the second chapter, the theoretical foundation of the Sciences of Religions for Religious Education is presented, critically analyzing the thematic units, the objects of knowledge and the skills around this curricular component, as proposed by the BNCC. In the third and last chapter, the data obtained through the case study are presented and a practical proposal to contribute to the mitigation of scientific denialism in Brazilian schools is presented. It is considered pertinent to approach science and religion, especially from the theoretical framework listed in the research, bearing in mind the urgency of arrangements on the gaps identified in the text of the BNCC in relation to the Religious Education curriculum.