Resumo:
The dissertation argues that the central goal of science education—focusing on Biology and using the Theory of Evolution as an integrative axis—is not to promote a “change in beliefs,” but to foster a cognitive environment oriented toward students’ intellectual autonomy. This perspective offers a solid foundation for conceiving science education as a process of critical reflection and epistemic responsibility in the construction of knowledge. To this end, it proposes presenting the current state and historical development of scientific research, carefully distinguishing the epistemic domains of science and religion, and demonstrating why the “Evolution vs. Creation” debate, in the context of teaching students from diverse religious backgrounds, constitutes a false dilemma. Grounded in the concept of intellectual autonomy inspired by Linda Zagzebski and in an externalist social epistemology of epistemic authority, the dissertation argues that being autonomous requires rational trust in reliable sources and the cultivation of intellectual virtues such as humility, honesty, and diligence. Within the Brazilian context and in dialogue with the BNCC (National Common Curricular Base), the work examines practical obstacles—such as teacher training, curricular fragmentation, ideological pressures, and denialism—criticizes initiatives that equate creationism with science, and proposes the use of scientific models as a pedagogical approach to promote conceptual understanding, scientific literacy, and responsible decision-making. Finally, it articulates implications for public policy and teacher education, reinforcing secularism, evidence-based teaching, and the centrality of intellectual autonomy as a normative goal of science education. The dissertation concludes that by placing intellectual autonomy at the core, science teaching moves beyond mere transmission of knowledge and becomes a space for developing citizens capable of engaging in informed debates, resisting misinformation, and consciously contributing to the collective construction of knowledge.
