摘要：AbstractThe relationship between science and religion has been marked by historically constructed movements of proximity and conflict. We have investigated how high school biology teachers from three countries with different relationships between State and religion, Argentina, Brazil and Uruguay, conceive the science-religion relationship. Uruguay has consolidated secularism, Argentina has an official religion and Brazil calls itself secular, but its secularism is only relative. Fifty high school biology teachers from each country answered the European BIOHEAD-CITIZEN data collection questionnaire, which investigates teachers’ conceptions of biological evolution, health, sexuality, and other topics. The question used was “Should science and religion be separate?” Conflict, independence, dialogue and integration categories were considered in the analysis and the results were submitted to parametric testing. Most Uruguayan high school biology teachers tended to agree with the investigated question, with a lower ratio in Brazil, followed by Argentina. Uruguayan teachers tended to be more assertive in their agreement. The main category was partially confirmed as teachers from Uruguay, the country with a greater secular tradition, tended to agree with the separation between science and religion. In Brazil and Argentina, the category was not confirmed. In Brazil, a self-proclaimed secular country, high school biology teachers were more opposed to the separation between science and religion, while in Argentina, a country with an official religion, they supported the possibility of dialogue and integration between them. We concluded that the respondents felt that science and religion should be separate, but trends varied according to the historical and cultural religiosity features of the selected countries, with a partial influence of secularism on the responses.
