Dialogical relationship between Science and Religion in school education through successful educational actions

• Grant number: 23/09861-0
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: September 01, 2024
• End date: February 28, 2027
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Roseli Rodrigues de Mello
• Grantee: William Rossani dos Santos
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The scientific literature has shown that the relationship of students from different school levels with certain scientific topics has been conflicting because of their religious beliefs. However, other modes of interaction between science and religion have been identified to resolve such conflicts in school education, such as the dialogical relationship. Based on this type of relationship, this research aims to analyze the dialogical relationship between Science and Religion in school education from the implementation of successful educational actions (SEA). SEA were recognized by the Includ-ED project as educational actions capable of improving school success and contributing to the promotion of respectful coexistence between individuals in all contexts where they are implemented, thus differentiating themselves from good teaching and learning practices that may be effective in some contexts, but not in others. Therefore, in order to find educational results based on scientific evidence to solve the proposed problem, two SEA internationally recognized for their role in scientific instrumentalization and in the improvement of sociocultural relations will be used, namely: the Scientific Dialogical Tertulias and the Interactive Groups. With the implementation of such practices, it is expected to identify transformative aspects that can foster greater dialogicity in the treatment of controversial topics in Brazilian science education, maximizing students' scientific understanding and respect for multiculturalism in the school context through the development of a more inclusive and egalitarian environment.