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The present work analyzes episodes of teaching in which religious knowledge and scientific knowledge appear as alternative explanations for the same topic, seeking to identify what kind of relationship between science and religion the teaching discourse can promote. Discursive interactions produced along a didactic sequence on Darwinian Theory of Evolution are analyzed. The analysis of the discursive interactions is done through an analytical structure that integrates the analytical tool of Eduardo Mortimer and Phil Scott with the ideas of Jay Lemke regarding the types of activities and strategies of control of the discourse in the classroom. The relationship between science and religion is interpreted in view of the different epistemological, political and ethical positions that permeate the debate on cultural diversity in the school context. Among the five analyzed episodes, there was a predominance of a communicative approach of authority, with the teacher using strategies to silence student discourse or using what they had to say only from the point of view of science. Also, no attempts were made to demarcate the frontiers between different knowledge, nor to explore the arguments of each of them, highlighting, for example, the different criteria of validation and social application of knowledge. Therefore, it does not favor the development of an intercultural, pluralistic teaching practice, promoting a context of conflict, an ethics of coexistence and moral autonomy, according to the references used. These results indicate that these defining aspects, in our perspective of multicultural education, are a great challenge for science teachers, and that considering the discursive interactions in pedagogical planning seems to be fundamental in this sense.

RELIGIÃO E CIÊNCIA: O QUE AS INTERAÇÕES DISCURSIVAS NOS MOSTRAM SOBRE OS DESAFIOS DE UM ENSINO DE BIOLOGIA DIALÓGICO