Letramento científico na era das fake news: perspectivas e desafios para a geração Z

Abstract

With the technological advent in contemporary society and the proliferation of mass media, social networks began to capture the “soul” of individuals and reposition their lives in “new type” temporal, spatial, and existential relationships. Furthermore, as a research field, social networks and their effects on knowledge production and social relations, especially regarding the school institution, have allowed the exploration of various aspects related to human behavior. This connectivity has become a way of being specific to human experience, altering teaching/learning relationships, teacher-student dynamics, and knowledge/information exchanges, impacting didactic and pedagogical interactions in modern schooling. The challenge becomes even more significant with the spread of scientific fake news. This study investigates the importance of scientific literacy amidst information overload and the rapid dissemination of fake news, while also analyzing Generation Z's profile and their relationship with technology. The research highlights different approaches to “Scientific Literacy” and opts for the term "Scientific Literacy" to encompass science's social role. The methodology included a literature review and questionnaires administered to students in public and private schools. It was observed that students spend substantial time on social media and frequently encounter fake news, yet they still seek learning through traditional methodologies, such as dialogued lectures and group work. It concludes that dialogued approaches and the use of technologies must be combined for effective Scientific Literacy.