Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-01T14:45:28Z No. of bitstreams: 1 roneydeseixasandrade.pdf: 1351780 bytes, checksum: e113409669c4c8f0b9693baaea70cc36 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T13:00:38Z (GMT) No. of bitstreams: 1 roneydeseixasandrade.pdf: 1351780 bytes, checksum: e113409669c4c8f0b9693baaea70cc36 (MD5) / Made available in DSpace on 2016-07-02T13:00:38Z (GMT). No. of bitstreams: 1 roneydeseixasandrade.pdf: 1351780 bytes, checksum: e113409669c4c8f0b9693baaea70cc36 (MD5) Previous issue date: 2012-02-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objeto desta pesquisa é o estudo de discursos elaborados em certos círculos religiosos da sociedade norte-americana contemporânea para sustentar a crença na ideia criacionista e a refutação da teoria evolucionista. Estes discursos surgem em reação às teses evolucionistas que se expandem a partir do lançamento do livro A Origem das Espécies, escrito por Charles Darwin, em 1859, na Inglaterra, e que ganham paulatinamente espaço na comunidade científica. Algumas denominações religiosas norte-americanas veem nesses ensinamentos uma ameaça a sua crença em um Deus pessoal, criador e sustentáculo de todas as coisas. Nesse cenário, dois discursos emergem buscando refutar os argumentos evolucionistas. O primeiro discurso apega-se aos dogmas da chamada “inerrância bíblica” e reafirma a crença na origem do universo conforme o estritamente expresso no texto bíblico da Gênesis. Esse discurso é identificado nesta pesquisa como “Teoria da Criação Especial” (TCE). A tese básica que o segundo discurso procura demonstrar é que a complexidade do universo, da vida e da própria natureza é de tal ordem que eles não teriam capacidade de se criar por si mesmos, exibindo, portanto, evidências de um design inteligente. Esse discurso é identificado nesta pesquisa como “Teoria do Design Inteligente” (TDI). / This research aims to study the elaborated discourses of certain religious circles of the contemporary American society to support the belief in the creationism and the refutation of the theory of evolution. These discourses emerge in reaction to the evolutionist thesis that expand since the publication of the Charles Darwin’s book The Origin of the Species, in 1859, in England, and that gradually earn space in the scientific community. Some American religious denominations see these teachings as a threat to their belief in one personal God, creator and pillar of everything. In this scenario, two discourses emerge seeking to refute the evolutionist arguments. The first one clings to the tenets of the so-called “biblical inerrancy” and reaffirms the belief in the origin of the universe according to what is strictly expressed in the book of Genesis. In the present research this discourse is identified as “Theory of Special Creation” (TSC). The basic thesis of second discourses is that the complexity of the universe, of the life and of the very nature is such that they could not develop themselves, therefore, showing evidences of an intelligent design. In the present research this discourse is identified as “Intelligent Design Theory” (IDT).

Magister Artium - MA / This research investigates, within the framework of classical Sunni Islamic scholarship,what we might expect an Islamic opinion about evolution to be,bringing together an accurate and detailed understanding of evolutionary biology as the field stands today with a systematic consideration of the traditional Islamic sciences.The scope of the study encompasses the scholarly traditions recognized, at least by their respective adherents, to be part of Muslim orthodoxy – referred to in Islamic discourse as Ahl al-Sunnah wa al-Jamāʿah or more colloquially as “Sunni”. It covers the works of the scholars of the Ashʿarī, Māturīdī, and Salafī theological schools as well as the sources which they all draw upon – the Qur’ān, the Sunnah, and the opinions of the Salaf.The reason for this choice is that these traditions represent for most Muslims the “mainstream” of Islamic thinking, and therefore have a greater relevance for determining what a general Islamic perspective on evolution could be.The study first identifies and defines the methodological approaches of classical Sunni scholarship that have relevance to the question of an Islamic position on biological evolution. It also identifies and defines the issues within the field of Evolutionary Biology that need to be brought under scrutiny. The methods of classical Islamic Theology are then applied to the claims of Evolutionary Biology, drawing on traditional Islamic sources. The result of the study is an extrapolation of what an orthodox Islamic position towards biological evolution could be. Is Islam neutral towards the idea of biological evolution? Does it support it or categorically reject it? Can it accept certain aspects of Evolutionary Biology while rejecting others?Finally, the extrapolated “classical” Islamic position on evolution is compared with the writings of some contemporary Muslim scholars whose views run contrary to that extrapolation. Possible reasons for the discrepancy are explored.Such an interdisciplinary work should provide a valuable frame of reference for a more accurate analysis of the creation-evolution debate unfolding in the Muslim world today.

The nature of existence, which science seeks to investigate, is dynamic as novel discoveries are constantly presented. To explain such a dynamic existence, science itself needs to be dynamic. Methodological differentiation is one way in which science expresses dynamism. Such differentiation led to the theological and the natural sciences, and conflicting views regarding the nature of existence: the theological worldview versus the natural worldview. This study is a comparison of the conflicting worldviews of the theological and cosmological (natural worldview) theories of the beginning of existence. The study compares them in an attempt to redress the conflict and encourage dialogue between the two methods for a better representation of existence. The study exposes the limits of the theological and the natural worldviews. It proposes a relationship of dialogue between them so that they transcend their individual limits and are able to grow. Dialogue involves the interchange of ideas to broaden perspectives, which leads to growth. A relationship of dialogue emphasises similarities in presuppositions, methodology and content, and exploits these to attain a greater degree of certitude. Theology and natural science can be viewed analogically as two sides of the same coin, two aspects to one reality, that can collaborate, albeit independently, to reveal a broader view of reality. They can converse through dialogue, exchange ideas and share views, even though they remain methodologically exclusive, independent worldviews. Finally, dialogue involves a transformation of reason in that it expects theologians and natural scientists to change the way they view reality. If we were to transform our reasoning into something more complete, our worldview should represent a more complete representation of existence. This means that the theologian and the scientist can, occasionally, go beyond their scope and method and push their knowledge towards progress through dialogue. This makes “transformed reason” the method of dialogue, which redresses the conflict between theology and natural science and encourages interchange between them. / Inhlobo yobukhona, isayense edinga ukuphenyisisa ngakho, kuyashintshashintsha njengokutholwayo okusha okuhlala njalo kwethulwa. Ukuchaza lokhu kushintshashintsha okukhona, isayense ngokwayo idinga ukushintshashintsha ngokuhambisana nesimo. Umehluko wezindlela zokwenza ngenye yendlela lapho isayense ekhombisa khona ukushintshashintsha ngokuhambisana nesimo. Lo mehluko uholele abaholi bezenkolo kanye nabesayense yemvelo, kanye nemibono engqubuzanayo maqondana nenhlobo yobukhona; umbono ngezenkolo uma kuqhathaniswa nombono ngezemvelo. Lolu cwaningo luqhathanisa umbono ongqubuzanayo ngomhlaba ngenkolo kanye nekhosmoloji (indlela yokubuka izinto yemvelo), amathiyori okuqala kobukhona. Ucwaningo luqhathanisa lezi zinto ngemizamo yokubhekana nokungqubuzana kanye nokukhuthaza idayalogu phakathi kwezindlela ezimbili ukuze kube nokumeleka kahle kobukhona. Lolu cwaningo luveza izihibe ezikhona kwindlela yokubuka izinto yezenkolo kanye nezemvelo. Luphakamisa ubudlelwane bedayalogu phakathi kwazo, ukuze kweqiwe imingcele yazo zombili ngayinye kanye nokukhula. Idayalogu ibandakanya ukushintshana ngemibono ukunabisa indlela yokubuka izinto, okuholela ekukhuleni. Ubudlelwane bedayalogu bugcizelela ukufana kwezilinganiso (presuppositions), izindlela zokwenza kanye nengqikithi, kanye nokucwaninga lezi zinto ukufinyelela ezingeni elikhulu lokuqiniseka ngendlela izinto eziyikho. Imfundo ngenkolo kanye nesayense yemvelo kungabonwa njengokulandelanayo kwezinhlangothi ezimbili kwikhoyini eyodwa, izinto ezimbili kwimvelo eyodwa, kungahambisana,ngisho noma okunye kuzimele ngokwehlukile kokunye, kuveza umbono obanzi walokho isimo esiyikho. Kungakhulumisana ngedayalogu, ukushintshana ngemibono kanye nokwabelana ngemibono, ngisho noma izindlela zakho zokwenza zehlukile, imibono ngomhlaba kwehlujkile nokuzimela. Okokugcina, idayalogu ibandakanya ushintsho lwembangela ngoba kulindele ukuthi abezenkolo kanye nososayense bashintshe izindlela ababona ngaso lokho isimo esiyikho. Uma bekufanele siguqule indlela esibona ngayo iziimbangela ukuya kwinto ethile ephelele, indlela esibona ngayo umhlaba nayo kumele imele umfanekiso ophelele kakhulu ngobukhona. Lokhu kusho ukuthi abaholi bezenkolo kanye nososayense, bangathi ngezinye izikhathi, babuke ngaphezulu kwendlela abobona ngayo kanye nezindlela zokwenza, kanye nokududula ulwazi lwabo ukuthi luthuthuke ngedayalogu. Lokhu kwenza "imbangela eguqukile" ibe yindlela yokwenza idayalogu, okubhekana nokungqubuzana phakathi kwezenkolo kanye nesayense yemvelo kanye nokukhuthaza ukuxhumana phakathi kwazo. / Sebopeho sa boteng, seo mahlale a batlang ho se batlisisa, se ba matla ha ditshibollo tse ntjha di nehelanwa kgafetsa. Ho hlalosa boteng bo matla jwalo, mahlale ka boona a hloka ho ba matla. Phapang ya mekgwa ke tsela e nngwe eo mahlale a hlalosang matla ka yona. Phapang e jwalo e lebisitse ho thuto ya bodumedi le mahlale a tlhaho, le maikutlo a hanyetsanang mabapi le sebopeho sa boteng: dipono tsa lefatshe tsa thuto ya bodumedi kgahlanong le pono e akaretsang ya tlhaho. Phuputso ena ke papiso ya maikutlo a akaretsang a lwantshanang a dikgopolo tsa thuto ya bodumedi le dikgopolo tsa tshimoloho le ntlafatso ya bokahohle (pono e akaretsang ya tlhaho) tsa qaleho ya boteng. Phuputso ena e di bapisa ho leka ho lokisa kgohlano le ho kgothaletsa puisano dipakeng tsa mekgwa e mmedi bakeng sa boemedi bo betere ba boteng. Phuputso ena e pepesa ditekanyetso tsa maikutlo a akaretsang a thuto ya bodumedi le tlhaho. E kgothaletsa kamano ya puisano dipakeng tsa tsona e le hore di fete ditekanyetso tsa tsona ka bomong mme di tsebe ho hola. Puisano e kenyeletsa phapanyetsano ya mehopolo ho hodisa maikutlo, e leng se lebisang ho kgolo. Kamano ya puisano e totobatsa ho tshwana dikgakanyong, mokgweng le ho dikateng, mme e sebedisa tsena ho fihlella tekanyetso e kgolo ya ho nepahala. Thuto ya bodumedi le mahlale a tlhaho di ka tadingwa ka mokgwa o tshwanang e le mahlakore a mabedi a tjhelete e le nngwe ya tshepe, dikarolo tse pedi ho nnete e le nngwe, tse ka sebedisanang, leha di ikemetse, ho senola pono e pharalletseng ya nnete. Di ka sebedisana ka dipuisano, tsa fapanyetsana maikutlo le ho arolelana dipono, leha e le hore di dula e le dipono tse akaretsang tse ikemetseng, tse ikgethang mokgweng. Qetellong, puisano e kenyeletsa phetoho ya mabaka ka hore e lebelletse ditsebi tsa thuto ya bodumedi le boramahlale ba tlhaho ho fetola tsela eo ba tadimang nnete ka yona. Haeba re ne re ka fetola monahano wa rona hore e be ntho e nngwe e felletseng, pono ya rona e akaretsang e lokela ho emela setshwantsho se felletseng sa boteng. Sena se bolela hore setsebi sa thuto ya bodumedi le ramahlale, ka dinako tse ding, ba ka feta maemo le mokgwa wa bona mme ba sutumeletsa tsebo ya bona tswelopeleng ka puisano. Sena se etsa "lebaka le fetotsweng" mokgwa wa puisano, o rarollang kgohlano dipakeng tsa thuto ya bodumedi le mahlale a tlhaho le ho kgothaletsa phapanyetsano dipakeng tsa tsona. / Philosophy, Practical and Systematic Theology / M.A. (Philosophy)

Science curriculum and pedagogy are at the center of a centuries-long debate concerning the appropriate relationship of faith and science. The difficulties that science educators face seem to be based in misinformation about the historical roots of this conflict. To address that conflict, the goals of this research were to separate myth from reality and to provide a necessary context to the current tensions that are disrupting science pedagogy and curriculum content within American public schools. Working within a theoretical framework of historical literacy, this qualitative, historical analysis was a comprehensive examination of the relationship of faith and science from ancient times through the Renascence to the emergence and development of Darwinism. The historical approach methodology was utilized as a means to document the systematic examination of past events, in order to illuminate and interpret the meaning of those events. The historical record revealed that science and religion are not necessarily incompatible and that the early Christian religion provided a fertile environment in which modern science could emerge. Also noted were many instances where the record was inconsistent with what educators have commonly taught as historical fact. Finally, the complex sources of tension between modern fundamentalist Christianity and Darwinism, which has appeared as a flashpoint in public discourse within science education, were examined in depth. Based on this analysis, the study includes recommendations for educators in their approach to addressing these challenges and teaching science. This analysis can produce positive social change for educators and their students, as this information is advanced as a means to enhance historical literacy among educators and their students.

No description available.

No description available.

Diversos estudos investigaram o espaço do ser humano no campo das Ciências Biológicas. Partindo do entendimento do currículo visível em documentos oficiais e livros didáticos, perceberam que as discussões se fixam principalmente nos conteúdos sobre o corpo. Neste trabalho, buscou-se mostrar que as Ciências Biológicas, enraizadas no paradigma evolucionista, têm apresentado novas versões sobre a origem, a natureza e a finitude humana. Pensar sobre quem somos, de onde viemos e para onde vamos, sob o enfoque evolucionista, amplia o conjunto de discursos possíveis sobre o ser humano, trazendo alternativas àqueles tradicionalmente instituídos, por exemplo, pelas religiões. O debate sobre influências desses dois campos, religião e ciência, na formação das concepções de ser humano para o professor de biologia pode ser importante motivador de reflexões, dentre outras, sobre ética e diferenças culturais. Neste sentido, o objetivo desta pesquisa foi identificar influências de tendências evolutivas e criacionistas nas concepções sobre o ser humano, a partir dessas três questões existenciais (quem somos, de onde viemos e para onde vamos), conforme manifestações de estudantes universitários de Ciências Biológicas da Universidade do Estado de Mato Grosso (UNEMAT), campus de Tangará da Serra. Foram buscadas também, relações entre tais tendências e alguns elementos do perfil sócio-cultural desses discentes. Foram realizadas duas coletas de dados. Primeiramente, foi aplicada uma entrevista coletiva que contribuiu para a construção do segundo instrumento, um questionário de múltiplas escolhas. A entrevista foi aplicada a 10 alunos do segundo ao sétimo semestre e o questionário a todos os discentes do curso que estiveram presentes na universidade durante as datas das coletas, o que totalizou 159 indivíduos. Os dados verbais foram transcritos e interpretados por análise temática de conteúdo e os dados numéricos foram descritos e testados após processamento em um software estatístico. O debate sobre o ser humano na formação em Biologia evidencia-se como articulador do debate sobre diferentes formas de conhecimento e de compreensão da realidade. Especificamente, foi bastante fecundo para a compreensão da relação entre explicações evolucionistas e criacionistas acerca da posição da humanidade no universo. Por outro lado, a abordagem revela a necessidade de pensar, com maior cuidado, sobre a amplitude da dimensão humana no ensino-aprendizagem desse campo, de modo que outros aspectos, além do enfoque biomédico, sejam englobados. / Several studies have investigated the human being dimension in the field of Biological Sciences. From the understanding of the curricula included in official documents and didactic books, it can be realized that the discussions on the theme are mainly focused on the body. This paper intends to demonstrate that Biological Sciences, rooted in the evolutionist paradigm, have presented new versions on the human origin, nature and finitude. Thinking about who we are, where we came from and where we are going under the evolutionist point of view enlarges the set of possible discourses on the human being and poses alternative assumptions, other than those traditionally established by religion beliefs. The debate about the influences introduced by these two fields, religion and science, on the concept of the human being by the Biology teacher may be thought-provoking and raise discussions on ethics and cultural differences, among other topics. Within this context, the purpose of this research is to identify influences of the evolutionist and creationist theories on the conceptions of human being, starting from these three existential issues (who we are, where we came from and where we are going), according to answers provided by Biological Sciences students from the University of the State of Mato Grosso (UNEMAT), Tangará da Serra campus. The research also sought possible relationships between the aforementioned trends and some elements of the social and cultural profiles of these students. Two data collection processes were carried out. Firstly, a collective interview was conducted, the results of which were used in the preparation of the second instrument of the research, a multiple-choice questionnaire. The interview involved 10 students, from the second to the seventh period and the questionnaire was applied to all the students who were present at the data collection dates, totaling 159 individuals. Oral data was transcribed and interpreted through theme analysis of the content and the numeric data was processed through specific statistics software and subsequently described and tested. The debate on the human being within the Biology education program stands for the articulation point of different forms of knowledge and understanding of reality. Our discussion, specifically, was very fruitful for understanding the relationship between the evolutionist and creationist explanations about the position of humankind in the Universe. On the other hand, our approach uncovered the need for more careful thinking about the human dimension in the teaching-learning process of Biological Sciences, which should include other aspects besides the biomedical one.

Students frequently hold an incorrect view of evolution. There are several potential barriers that prevent students from engaging evolutionary theory including lack of knowledge, limited scientific reasoning ability, and religiosity. Our research provides tools for overcoming barriers related to religiosity and diagnoses the barriers preventing students from fully engaging in learning the theory of evolution. This was a two-part study. The first part of our study addressed two hypothesized barriers to learning evolutionary theory among members of The Church of Jesus Christ of Latter-day Saints (LDS or Mormon): (1) religious views stemming from incorrect understanding of the Church's neutral stance on evolution and (2) misunderstanding the theory of evolution. We measured the relationship between acceptance of evolution and knowledge of evolution, religiosity, and understanding of religious doctrine on evolution. Additionally, we measured the effect of including a discussion on religious doctrine in the classroom. Students in all sections, except for a control section, were taught a unit on evolution that included a discussion on the neutral LDS doctrine on evolution. Students enrolled in introductory biology for non-majors took pre, post, and longitudinal surveys on topics in evolution. We found significant relationships between knowledge, understanding of religious doctrine, and religiosity with acceptance of evolution. Additionally, an in-class discussion of he LDS doctrine on evolution helped students be more accepting of evolution. In the second part of our study, we studied a broader population to analyze differences in acceptance of evolution based on religious affiliation and religiosity. Our study focused on the interaction of five variables and their implication for evolution education: (1) religious commitment (2) religious views (3) knowledge of evolution (4) scientific reasoning ability and (5) acceptance of evolution. We measured each of these among equal samples of Southern Baptists, Catholics, Jews, and LDS populations and analyzed them with traditional statistics and structural equation modeling. Our findings showed that religious affiliation, religiosity and creationist views effected evolution acceptance, but not knowledge or scientific reasoning. These data provide compelling evidence that as students gain an accurate understanding of their religious doctrines and knowledge of evolution, they are more willing to accept the basic concepts of evolution. They also show diagnostic results that help educators better understand students' background and views. When educators better understand views that students hold, they are better able to design instruction for optimal learning.

Thesis (MPhil)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The debate about the validity of evolution versus creationism started long ago when Charles Darwin published The Origin of Species. Yet today the debate about this issue still engenders a lot of controversy – not only in South Africa, but also, and especially, in the United States. This study investigates articles and letters to the editor in an Afrikaans daily newspaper, Die Burger, over a certain period, and will look at the arguments for and against evolution and creationism. The fact that creationists – despite so much evidence to the contrary – pursue a form of pseudoscience by (sometimes) interpreting the Bible literally, and, amongst other things, deny the real age of the earth. There has never been an in-depth look at the public debate about evolution versus creationism in a South African newspaper. The purpose of this study is to conduct an in-depth investigation into this particular debate in the media, with specific reference to correspondence in the letters pages of Die Burger, with regard to the possible influence which the debate about evolution and creationism in an Afrikaans daily newspaper might have on people’s consciousness regarding modern science. It will also explore how some individuals, often conservative believers, still cling to ancient viewpoints and which have repeatedly been disproved by science. / AFRIKAANSE OPSOMMING: Die debat oor die geldigheid van evolusie teenoor kreasionisme het lank gelede begin toe Charles Darwin sy werk The Origin of Species gepubliseer het. Tog ontlok die debat hieroor steeds groot kontroversie – nie net in Suid-Afrika nie, maar veral ook in Amerika. Hierdie studie kyk na beriggewing en briefwisseling in Die Burger oor ’n bepaalde tydperk en die argumente vir én teen evolusie en kreasionisme. Daar sal veral klem gelê word op die feit dat die kreasioniste – soveel bewyse ten spyt – ’n vorm van pseudowetenskap beoefen deur in sommige gevalle die Bybel letterlik te interpreteer, en onder meer die werklike ouderdom van die aarde ontken. Daar is nog nie voorheen indringend gekyk na die openbare debat oor evolusie versus kreasionisme in ’n koerant in Suid-Afrika nie. Die doel met hierdie studie is om ’n omvattende ondersoek te doen oor die debat in die media, met spesifieke verwysing na briefwisseling in Die Burger, ten opsigte van die moontlike invloed wat die debat oor evolusie en kreasionisme in ’n Afrikaanse dagblad op mense se bewussyn oor die moderne wetenskap kan hê. Daar word ook gekyk na hoe sommige mense, dikwels konserwatiewe gelowiges, steeds bly vasklou aan beskouinge wat lank reeds verouderd is en wat herhaaldelik deur die wetenskap verkeerd bewys is.

Diversos estudos investigaram o espaço do ser humano no campo das Ciências Biológicas. Partindo do entendimento do currículo visível em documentos oficiais e livros didáticos, perceberam que as discussões se fixam principalmente nos conteúdos sobre o corpo. Neste trabalho, buscou-se mostrar que as Ciências Biológicas, enraizadas no paradigma evolucionista, têm apresentado novas versões sobre a origem, a natureza e a finitude humana. Pensar sobre quem somos, de onde viemos e para onde vamos, sob o enfoque evolucionista, amplia o conjunto de discursos possíveis sobre o ser humano, trazendo alternativas àqueles tradicionalmente instituídos, por exemplo, pelas religiões. O debate sobre influências desses dois campos, religião e ciência, na formação das concepções de ser humano para o professor de biologia pode ser importante motivador de reflexões, dentre outras, sobre ética e diferenças culturais. Neste sentido, o objetivo desta pesquisa foi identificar influências de tendências evolutivas e criacionistas nas concepções sobre o ser humano, a partir dessas três questões existenciais (quem somos, de onde viemos e para onde vamos), conforme manifestações de estudantes universitários de Ciências Biológicas da Universidade do Estado de Mato Grosso (UNEMAT), campus de Tangará da Serra. Foram buscadas também, relações entre tais tendências e alguns elementos do perfil sócio-cultural desses discentes. Foram realizadas duas coletas de dados. Primeiramente, foi aplicada uma entrevista coletiva que contribuiu para a construção do segundo instrumento, um questionário de múltiplas escolhas. A entrevista foi aplicada a 10 alunos do segundo ao sétimo semestre e o questionário a todos os discentes do curso que estiveram presentes na universidade durante as datas das coletas, o que totalizou 159 indivíduos. Os dados verbais foram transcritos e interpretados por análise temática de conteúdo e os dados numéricos foram descritos e testados após processamento em um software estatístico. O debate sobre o ser humano na formação em Biologia evidencia-se como articulador do debate sobre diferentes formas de conhecimento e de compreensão da realidade. Especificamente, foi bastante fecundo para a compreensão da relação entre explicações evolucionistas e criacionistas acerca da posição da humanidade no universo. Por outro lado, a abordagem revela a necessidade de pensar, com maior cuidado, sobre a amplitude da dimensão humana no ensino-aprendizagem desse campo, de modo que outros aspectos, além do enfoque biomédico, sejam englobados. / Several studies have investigated the human being dimension in the field of Biological Sciences. From the understanding of the curricula included in official documents and didactic books, it can be realized that the discussions on the theme are mainly focused on the body. This paper intends to demonstrate that Biological Sciences, rooted in the evolutionist paradigm, have presented new versions on the human origin, nature and finitude. Thinking about who we are, where we came from and where we are going under the evolutionist point of view enlarges the set of possible discourses on the human being and poses alternative assumptions, other than those traditionally established by religion beliefs. The debate about the influences introduced by these two fields, religion and science, on the concept of the human being by the Biology teacher may be thought-provoking and raise discussions on ethics and cultural differences, among other topics. Within this context, the purpose of this research is to identify influences of the evolutionist and creationist theories on the conceptions of human being, starting from these three existential issues (who we are, where we came from and where we are going), according to answers provided by Biological Sciences students from the University of the State of Mato Grosso (UNEMAT), Tangará da Serra campus. The research also sought possible relationships between the aforementioned trends and some elements of the social and cultural profiles of these students. Two data collection processes were carried out. Firstly, a collective interview was conducted, the results of which were used in the preparation of the second instrument of the research, a multiple-choice questionnaire. The interview involved 10 students, from the second to the seventh period and the questionnaire was applied to all the students who were present at the data collection dates, totaling 159 individuals. Oral data was transcribed and interpreted through theme analysis of the content and the numeric data was processed through specific statistics software and subsequently described and tested. The debate on the human being within the Biology education program stands for the articulation point of different forms of knowledge and understanding of reality. Our discussion, specifically, was very fruitful for understanding the relationship between the evolutionist and creationist explanations about the position of humankind in the Universe. On the other hand, our approach uncovered the need for more careful thinking about the human dimension in the teaching-learning process of Biological Sciences, which should include other aspects besides the biomedical one.