CONFLICTS IN TEACHING EVOLUTION

Abstract

The teaching of the theory of evolution faces challenges that go beyond the classroom, encompassing cultural, religious, pedagogical, and political issues. This study aims to identify the main obstacles to the acceptance of the theory of evolution in Brazil by analyzing academic articles published between 2019 and 2024 through a bibliographic review and scientometric approach. The methodology involved the analysis of 30 articles, of which 8 met the established criteria, using descriptors such as "Teaching" AND "Evolution" and "Evolution" AND "Religiosity." The results highlight that conflicts between science and religion, combined with inadequate teacher training and a lack of teaching resources, perpetuate misconceptions in the teaching of evolution. The concentration of publications between 2019 and 2021 indicates a greater public debate on the subject, while periods of absence of publications suggest a discontinuity in academic interest. The discussion highlights the importance of pedagogical strategies that connect scientific concepts to students' everyday reality, respecting their individual beliefs but, above all, ensuring correct scientific instruction. Therefore, it is concluded that, to overcome these challenges, it is necessary to invest in teacher training, provide interactive resources, and adopt strategies that promote inclusive scientific literacy. In this perspective, conciliatory approaches, such as the model of "non-interfering teachings," can help reduce ideological polarization and strengthen scientific education.