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In this article, a study will be developed in the light of one of the cells of the cube of Bray and Thomas (1995) widely cited in the literature associated with the field of comparative education. A cut will be made in the cube cell that relates to the terms: countries, beliefs or religion and curriculum. The choice for this methodology is related to educational phenomena, targets of this author's interest. The aim of this article is to analyze how epistemological beliefs in different countries in the West, interfere in establishing the curriculum about what should be taught about the origin and evolution of life. Despite being well established in the scientific literature, the theory of evolution still presents itself as a controversial subject among teachers and students in the classroom. This theme has already given rise to stories in the courts of the United States, but the problem is not limited to that country. Research points out the difficulty of teachers and students in assimilating these concepts in different parts of the world. This work is structured in three parts: At first, we reflect on the concept of curriculum and its ideological applications. The second part is characterized as exploratory, where knowledge was sought about the teaching of this subject in several countries, mainly in those namely Christians. And, finally, in the third stage, we realize that different currents of paradigms shape the teaching of this theme, such as scientism, doxology and theology.

id on line. revista de psicologia

Estudo Comparado da Teoria da Evolução à luz do Cubo de Bray e Thomas / Comparative Study of the Theory of Evolution in the light of the Bray and Thomas Cube