Vision of Pedagogy course students on the origin and evolution of the human species

Darwinian biological evolution and its teaching generate controversy in society. Therefore, understanding how pedagogues conceive this topic is important, as they are the first to introduce it to children. Human evolution has been proven by scientific evidence and the intelligent design hypothesis does not find academic support. The objective was to analyze how students of pedagogy perceive the human origin and the hypothesis of intelligent design. Participated in this study, pedagogy students of UNIFOR-MG. The questions of the BIOHEAD-CITIZEN questionnaire, A33: the improbability of the emergence of humanity; and B44: the role of intelligent design in the evolution of species were analyzed. Most students of the second period believe that human came by chance. In the 4th period, those who did not agree increased and in the 6th period the students mostly aligned with this view. Most of the students in the 2nd period showed that intelligent design was important in evolution, but in the 4th and 6th period this percentage decreased. It was found that in the course there was the consolidation of scientific knowledge, leading to the decline in acceptance of the intelligent design hypothesis, in a contradictory way did not measure tendency over chance in the origin of the human species.


Introduce
The theory of biological evolution is considered the unifying axis of Biology by many authors¹. Caldeira et al² agree with this view and add that evolution provides a basis for understanding current Biology and subsidizing concepts for various areas of study within Biology. These authors still point out that the construction of the concept of Darwinian evolution is currently complex because of the plurality of processes that need to be understood. That is why it is considered that the subject should be treated as soon as possible in Science classes, to create a foundation that allows the assimilation of Biology in the future.
The Theory of Evolution causes many discussions in the field of religion, because there are hypotheses which conflict with the changes brought by the theory between the students and researchers of the field.
Many people still do not believe that all these organisms were created from a common ancestor and that chance would play a fundamental role in this evolutionary process. Over time, the relationship built between the Church and the Science has had several crises. It is possible to have a strong religious belief and accept that the emergence of the human species took place through evolution³. It is not interesting to treat Evolution as only one more taught content. Evolution is fundamental to understand most of the concepts and theories of Biological Sciences⁴ .
For creationists, the Universe, the Earth and all living beings were created by God, based on faith, where this creation was not by chance and that each culture has its version. In a general sense, it refers to the theory that God made the world by miraculous means, out of the blue.
More specifically, in modern America, creationism is the theory that the Bible, particularly the early chapters of Genesis, is a literally true guide to the history of the universe and the history of life here on Earth, including us humans⁵ .
Religion can directly influence the teaching of Science, because when academic training has no effect on a student linked to a religious dogma, this can cause conflicts in the learning of Science and Biology. For teaching a theory that is apparently against the principles of creation that until now were viewed as truth by the  The category of dialogue, proposed by Barbour⁹ , seeks some interaction between Science and Religion, with a border less rigid than the independence one. Although it did not need Religion, Science could benefit from beliefs to fill its gaps in the search for answers to its doubts, so it could be a dialogue, making Science richer. Coutinho and Silva 14 realize that this category could be exemplified by explaining the beginning of the universe as the work of a Creator. Several religious seek dialogue as a way of pacifying their world view with evolutionary theory 15 .
Barbour 9 elaborated the category of integration between Science and Religion as the most profound way of bringing the two fields together. In this Revista Conexão Ciência I Vol. 15 I Nº 1 I 2020 type of vision, natural theology is included, arguing that the existence of God is based entirely on human reason, and not on historical revelation or religious experience 14 .
Those who boast about the Intelligent Design hypothesis can be considered inside this category, in their attempt, although forced, to merge scientific and religious knowledge 3 .
The objective of this research was to analyze how Pedagogy students perceive the human origin and the participation of an intelligent designer in the evolutionary process. We also sought to detect a possible change in conception on these themes during Pedagogy university course. The authors of this work respect the individual religiosity, but it is important to reinforce the value of Science, Darwinian theory of evolution and the secularism of the school. Thus, it is intended that the future teacher of Science of children respects the religion of the students, but that it preserves scientific teaching in a secular way, without the insertion of religious issues and pseudoscience, as the hypothesis of intelligent design.       It is important to discuss that, although the hypothesis of intelligent design seems to be an accommodation, an integration between science and religion, and therefore its One aspect that needs to be considered in the analysis of this large number of pedagogy students aligned with views contrary to science, such as those that deny the natural origin of the human species and that consider the participation of the intelligent designer in evolution, is the change of the recent religious spectrum in Brazil 25 . There is a rapid growth in the number of evangelicals, with all their different denominations, some more radical in religious dogmatism; on the other hand, there is a decline in the number of Catholics, less refractory to scientific questions. It is possible that this new religious panorama has an impact on these students' conceptions.

Conclusion
It was detected through this study that during the sequence of the course there was a consolidation of scientific knowledge, leading to a decline in the acceptance of the intelligent design hypothesis, that, on the other hand, can't be measured a tendency in the perception about chance in the origin of the human species. With this, it becomes necessary to increase the knowledge of Pedagogy students about human evolution to increase the teaching of the topic so important to Science in the initial grades.
In general, it is suggested from the results found that there is an increase in the theme of biological evolution in Pedagogy courses, especially in the disciplines related to the teaching of Science, as it will be up to these professionals to consolidate basic knowledge about the subject, the students of the scientific method, and refuting intricacies related to the religious field that disturb academic knowledge. It would be interesting to increase how this scientific knowledge is constructed, subsidizing these future pedagogues for the questioning and investigation of controversial themes and, thus, to instigate the questioning and problematization of academic knowledge to their future students in the initial grades¹.
From the results of this work, it is suggested that further investigations be made to capture and discuss how the Pedagogy student takes his personal conceptions to the children's science classes that he will teach in the future. After all, this professional is essential for scientific literacy and if he does not incorporate academic knowledge and takes the wrong information to classes, the harmful effects for children will be lasting, if not permanent.