This paper examines the relationship between science and religion in the education system of Roman-Catholic Portuguese society. In particular, we explored perceptions of the relationship between science and religion for religious education teachers. We surveyed 198 Portuguese religious education teachers about how they view science and religion. The questionnaires’ results revealed a number of similarities: religious education teachers are highly involved in religious practices and exposed to science; they perceived a compatibility between science and religion; and they have an openness to dialogue between both. They do not adhere to anti-scientific perspectives, but they simultaneously try to limit what can be explained by science. Thus, an interpretative view of dialogue and/or integration seems to best explain the perceptions of religious education teachers of the relationship between science and religion. These findings allow a space of discussion, enabling teachers to possibly foster the science-religion dialogue in their contexts of pedagogical activity.

本文考察了罗马天主教葡萄牙社会教育系统中科学与宗教之间的关系。特别是，我们探讨了宗教教育教师对科学与宗教之间关系的看法。我们调查了 198 名葡萄牙宗教教育教师，了解他们如何看待科学和宗教。问卷的结果揭示了许多相似之处：宗教教育教师高度参与宗教活动并接触科学；他们认为科学与宗教之间存在相容性；他们对两者之间的对话持开放态度。他们不坚持反科学的观点，但他们同时试图限制科学可以解释的东西。因此，对话和/或整合的解释性观点似乎最能解释宗教教育教师对科学与宗教之间关系的看法。这些发现提供了讨论的空间，使教师能够在其教学活动的背景下促进科学与宗教的对话。