Viral and Misleading Digital Content: Potentialities for scientific and technological Literacy
DOI:
https://doi.org/10.28976/1984-2686rbpec2025u795818Keywords:
social media, misinformation, science educationAbstract
Disinformation disseminated through viral digital content has intensified on social media, demanding a critical educational response. This article analyzes widely shared videos and posts related to scientific topics, identifying their potential for problematization to promote scientific and technological literacy in science education. Based on Fourez’s objectives for scientific and technological literacy and employing Discursive Textual Analysis, the study categorizes the content according to humanistic, social, and political-economic objectives, as well as criteria related to its applicability in basic education. It discusses how visual elements, pseudoscientific vocabulary, and digital engagement strategies can contribute to the spread of misinformation. The results indicate that critically examining such content can support the development of students’ critical thinking, autonomy, argumentative dialogue, and understanding of scientific knowledge in everyday contexts. The study concludes that the pedagogical use of misleading content can strengthen science education, provided it is integrated with interdisciplinary and ethical strategies.
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Copyright (c) 2025 Tathiane Milaré, Leandro Duso, Graziela Piccoli Richetti
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