SILVA, Orlando Gomes da.
Resumo:
The thought of Charles Darwin revolutionized the history of the origin of life, confronting religious thought not only of his time, but until today. This study aimed to know the conceptions of the students of Biological Sciences UFCG / CES about the theories of evolution and creation, as well as map the scientific thinking on the theories of the origin of life that students have. In addition, we seek to evaluate the interference of religious beliefs and concepts in the way students receive and process the theory of evolution, checking possible influence of the belief system built during the primary socialization, among the ties of kinship, in the later understanding of concepts more complex in the academic space. The survey was conducted through questionnaires and interviews applied to two sample to 10.4% quantitative and qualitative 5.4% in one of 277 students universe. The first, quantitative, served to draw a profile of the students and their general opinions. The second, qualitative, sought to understand the role of religion in the formation of students. The quantitative results obtained were analyzed by statistical tabulation and allowed a general understanding of the profile and opinion of students who provoked to do an interview to relate the opinions of estudantes. Os qualitative data passed through the content analysis technique proposed by Bardin (2004). Then they were analyzed according to the theoretical support and relevant studies. The main results show that biology students UFCG / CES are influenced by acquired worldview in its infancy, coming from the family / religious background, this being the factor that interferes with their current conceptions. It was also detected that there is lack of knowledge on the subject by most respondents. We conclude that there is an influence of primary education in the acquisition, analysis and representation of new concepts in the academic field, but this space also contributes to new forms of representation linked to the origin of life. In the middle of these conflicts and contradictions are architected future academic practices and teaching students the ESC / UFCG
