<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742016000200442</article-id>
<article-id pub-id-type="doi">10.1590/198053143581</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Criacionismo: transformações históricas e implicações para o ensino de ciências e biologia]]></article-title>
<article-title xml:lang="en"><![CDATA[Creationism: historic changes and implications for THE teaching OF science and biology]]></article-title>
<article-title xml:lang="fr"><![CDATA[Créationnisme: transformations historiques et implications pour l'enseignement des sciences et de la biologie]]></article-title>
<article-title xml:lang="es"><![CDATA[Creacionismo: transformaciones históricas e implicaciones para la enseñanza de ciencias y biología]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorvillé]]></surname>
<given-names><![CDATA[Luís Fernando Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selles]]></surname>
<given-names><![CDATA[Sandra Lúcia Escovedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Formação de Professores Departamento de Ciências]]></institution>
<addr-line><![CDATA[RJ RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense Faculdade de Educação Departamento de Sociedade, Educação e Conhecimento]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>46</volume>
<numero>160</numero>
<fpage>442</fpage>
<lpage>465</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742016000200442&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742016000200442&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742016000200442&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Ao longo das últimas décadas, um número crescente de comunidades evangélicas e adventistas tem defendido o criacionismo em nosso país. Este artigo se propõe a examinar as matrizes identitárias desse movimento, suas transformações ao longo do tempo e a influência de seus discursos na sociedade, em particular no ensino de ciências e biologia. Sugere-se que o enfrentamento dessa situação deva envolver práticas que contribuam para uma melhor compreensão da atividade científica, enfatizando a relevância da sua abordagem na formação inicial. É destacada ainda a importância de atividades didáticas capazes de promover um ambiente de respeito pelas diferentes visões de mundo ao mesmo tempo em que trabalham o conhecimento transmitido pela ótica do estranhamento, desabilitando zonas de conforto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Over the past few decades, a growing number of Protestant and Adventist communities has defended creationism in Brazil. This article aims to examine the identity matrices of this movement, its transformations over time and the influence of its discourse in society; in particular, in science and biology education. It is suggested that, to deal with this situation, practices that contribute to a better understanding of scientific activity and emphasize the importance of its approach in general education should be applied. This article also highlights the relevance of educational activities capable of promoting an environment of respect for other worldviews and of dealing with the knowledge transmitted by the view of estrangement, upsetting comfort zones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Tout au long des dernières décennies, un nombre croissant de communautés évangéliques et adventistes défendent le créationnisme au Brésil. Cet article propose d'examiner les matrices identitaires de ce mouvement, ses transformations dans le temps et l'influence de ses discours dans la société, notamment, dans l'enseignement des sciences et de la biologie. Il y est suggéré que l'affrontement de cette situation doit comprendre des pratiques contribuant à une meilleure compréhension de l'activité sicentifique. L'importance de son approche dans la formation initiale est mise en avant, de même que celle des activités didactiques capables de promouvoir une ambiance de respect envers les différentes visions du monde, tout en explorant la connaissance transmise sous l'optique de la défamiliarisation, de manière à désactiver les zones de confort.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[A lo largo de las últimas décadas, un creciente número de comunidades evangélicas y adventistas ha defendido el creacionismo en Brasil. Este artículo se propone a examinar las matrices de identidad de dicho movimiento, sus transformaciones con el paso del tiempo y la influencia de sus discursos en la sociedad, sobre todo en la enseñanza de ciencias y biología. Se sugiere que el enfrentamiento de tal situación involucre prácticas que contribuyan para comprender mejor la actividad científica, enfatizando la pertinencia de su abordaje en la formación inicial. Se destaca asimismo la importancia de actividades didácticas capaces de promover un ambiente de respeto por las distintas visiones de mundo, trabajando al mismo tiempo el conocimiento transmitido por la óptica del extrañamiento, desabilitando zonas de confort.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Biologia]]></kwd>
<kwd lng="pt"><![CDATA[Criacionismo]]></kwd>
<kwd lng="pt"><![CDATA[Religião]]></kwd>
<kwd lng="en"><![CDATA[Science Instruction]]></kwd>
<kwd lng="en"><![CDATA[Biology]]></kwd>
<kwd lng="en"><![CDATA[Creationism]]></kwd>
<kwd lng="en"><![CDATA[Religion]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des Sciences]]></kwd>
<kwd lng="fr"><![CDATA[Biologie]]></kwd>
<kwd lng="fr"><![CDATA[Créationnisme]]></kwd>
<kwd lng="fr"><![CDATA[Religion]]></kwd>
<kwd lng="es"><![CDATA[Ensenanza de la Ciência]]></kwd>
<kwd lng="es"><![CDATA[Biologia]]></kwd>
<kwd lng="es"><![CDATA[Creacionismo]]></kwd>
<kwd lng="es"><![CDATA[Religión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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