In comparison to teachers from Argentina and Uruguay, Brazilian teachers face greater difficulties in teaching biological evolution, due to religion. While Argentina has an official religion set in its constitution, Uruguay and Brazil are considered secular countries. Despite being a self-proclaimed secular country, Brazil tolerates and encourages religious teaching in public schools. Acceptance of the natural origin of mankind, of origin of life, and of biological evolution were investigated in all three countries through interviews and a survey of teachers. Barbour’s categories of conflict, independence, dialogue, and integration were used in the analysis of responses. Argentinian and Uruguayan teachers’ answers pointed to Barbour’s category of independence between science and religion, while Brazilian teachers’ answers ranged between the categories of conflict and a merging between integration and dialogue, which was reinforced by high religiosity linked to knowledge gaps. The religious beliefs of Brazilian teachers appeared to influence their answers about the origin of the human species. In Brazil, religion was frequently identified as an obstacle to the teaching of biological evolution, while responses varied in Argentina and Uruguay. Conflicts in classrooms were also reported more frequently in Brazil than in Argentina and Uruguay. Combined with poor teacher training, personal internal conflicts towards biological evolution help to explain the answers of the Brazilian teachers. Argentinian and Uruguayan teachers generally reported being able to teach biological evolution as part of the curricula without interference from religion, in contrast to approximately half of the Brazilian teachers reporting the same.

中文翻译：

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拉美国家三个不同形式和程度的世俗主义背景下教师对人类起源的看法

与来自阿根廷和乌拉圭的教师相比，由于宗教原因，巴西教师在教授生物进化方面面临更大的困难。虽然阿根廷的宪法规定了官方宗教，但乌拉圭和巴西被视为世俗国家。尽管巴西自称为世俗国家，但它容忍并鼓励公立学校的宗教教学。通过访谈和教师调查，三个国家对人类自然起源、生命起源和生物进化的接受程度进行了调查。Barbour 的冲突、独立、对话和整合类别被用于响应分析。阿根廷和乌拉圭教师的回答指向了 Barbour 的科学与宗教之间的独立类别，而巴西教师的回答介于冲突类别和融合与对话之间的融合之间，与知识差距相关的高度宗教信仰强化了这一点。巴西教师的宗教信仰似乎影响了他们对人类起源的回答。在巴西，宗教经常被认为是生物进化教学的障碍，而阿根廷和乌拉圭的反应则各不相同。与阿根廷和乌拉圭相比，巴西更频繁地报告课堂冲突。再加上师资培训不佳，个人内部对生物进化的冲突有助于解释巴西教师的答案。