Desinformação em Ciências e Educação Científica: Uma Revisão da Literatura
DOI:
https://doi.org/10.28976/1984-2686rbpec2026u175205Palavras-chave:
desinformação, ciências, educação científicaResumo
O objetivo do estudo está em compreender como a literatura estrangeira tem tratado a desinformação em ciências no campo educacional. A pesquisa qualitativa e bibliográfica recorreu à base de dados ERIC (Education Resources Information Center), adotando os descritores “misinformation” ou “disinformation” e “Science”. O corpus, constituído por 36 artigos publicados a partir do ano de 2000, revela um crescimento das publicações no tema, especialmente após a pandemia da Covid-19, trazendo a desinformação como um fenômeno multifatorial, amplificado, sobretudo, pelos ambientes digitais e pelas redes sociais. Os resultados são apresentados em cinco categorias, sendo a primeiro relacionada ao uso dos termos; a segunda a características da produção (local, periódico e ano de publicação); a terceira aos estudos teóricos sobre cognição epistêmica, natureza da ciência e pensamento crítico; a quarta relacionada às pesquisas empíricas que investigam a percepção, o comportamento e a tomada de decisão de estudantes, professores e usuários de redes sociais; e a quinta vinculada às propostas didáticas aplicadas ou sugeridas, que visam desenvolver habilidades para reconhecer e combater a desinformação. De maneira geral, os estudos apontam para a necessidade de fortalecer o ensino de ciências com foco em interpretar, avaliar e utilizar informações de forma crítica, destacando a metacognição e a alfabetização como estratégias educacionais para mitigar os efeitos da desinformação.
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Copyright (c) 2026 Jean Carlos Nicolodi, Cleci Teresinha Werner da Rosa, Nathan Willig Lima
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