THE DICHOTOMY OF TEACHING EVOLUTIONISM AND CREATIONISM IN THE SCHOOLS OF THE BRAZILIAN SECULAR STATE

Abstract

This article analyzes the regulation of the teaching of creationism in Brazilian schools considering the principles of state secularism and religious freedom, considering its implications for the scientific nature of education. The research is grounded in the context of a formally secular state that is nevertheless culturally influenced by religious traditions, as reflected in legislative initiatives and judicial debates. The objective is to define the legal limits governing the teaching of creationism in public and private schools, with a view to reconciling religious freedom with the requirement that education be grounded in scientific criteria, as well as to propose appropriate parameters for its treatment. Methodologically, the study begins with an analysis of constitutional principles and applies them to the subject under investigation. The research is bibliographical in nature, drawing on legislation, case law, and legal scholarship, and employs a qualitative approach, incorporating axiological assessment and the deductive method. The study concludes that creationism should not be equated with neo-Darwinism as an alternative scientific theory, as doing so could undermine science education, violate the principle of state secularism, impair compliance with constitutional educational requirements, and compromise students’ preparation for the exercise of citizenship. Nevertheless, its treatment within religious education is considered permissible, given the clear epistemological distinction between creationism and scientific theories.