ESSAY ON SCIENCE TEACHING IN BRAZIL IN THE FRAMEWORK OF DENOMINATIONAL EDUCATION
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Published in Vol. 7 No. 3 (2022) of Revista Prática Docente (Journal Practice Teacher).
The Journal Revista Prática Docente (RPD) is a free publication of the Federal Institute of Education, Science and Technology of the State of Mato Grosso, campus Confresa. Its aims to give visibility to the scientific production in the areas of Education contributing to the consolidation of teaching, research and extension, as well as to act as an instrument for the dissemination of studies and research carried out by national and international authors and / or groups. Therefore, the journal publishes works in the areas that support the pillars of Education, in the following areas: Human sciences and their technologies; Nature sciences and their technologies; Languages, codes and their technologies and Mathematics and its technologies, in national and international institutions.
Prefixo DOI: 10.23926
ISSN: 2526-2149
Qualis 2013-2016: B2 Ensino, B5 Ciências Ambientais, B5 Ciência Política e Relações Internacionais e C Química.
Abstract
The Brazilian State faces an uncountable variety of challenges in Education, and among them scientific denialism through the teaching of creationism stands out. Science education has a horizon of providing an intellectual basis for the exercise of citizenship and quality of life through scientific literacy. This in turn is sabotaged by the inclusion of pseudosciences in school curricula. This essay aims to contribute with dialogues and reflections on denominational teaching in Brazil today and its consequences on the education of students. Therefore, a brief bibliographical survey on scientific denial and anti-intellectualism is presented, as a support for dialogues and reflections. Based on the analyses, the possibilities that these movements (considered as harmful) may come to be strengthened by the inconsistencies present in educational practices such as the teaching of creationism to the detriment of the teaching of science, are considered. It emphasizes the importance of continuing research to face denial.
References
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