A divulgação científica e o desenvolvimento de habilidades de literacia midiática no ensino médio: processo formativo com professores da escola básica

Abstract

This research aimed to develop and analyze a formative process with Basic Education teachers, participants in the project A Ciência Que Fazemos (The Science We Do), focused on scientific dissemination and media literacy in high school, with the goal of building knowledge to combat fake news. A qualitative approach was adopted, involving the participation of nine teachers. Data collection instruments included a questionnaire, audiovisual recordings of the formative process, and semi-structured interviews. Data analysis was based on Bardin's Content Analysis. The participants are experienced teachers, both in terms of professional practice and training, and demonstrate a solid understanding of scientific dissemination, as expected due to their involvement in the project 'The Science We Do.' However, regarding media literacy, they reported limited knowledge, though they acknowledge its importance for cultivating critical, informed individuals with regard to media content. The formative process, comprising 12 meetings with a total duration of 30 hours, fostered reflections among teachers from various fields and included journalists who enriched discussions, particularly on scientific dissemination and media literacy. We observed a potential change in perception in one of the participants, who began to understand the importance of using less technical language in scientific dissemination. In the ninth meeting, which addressed media literacy, even those initially unfamiliar with the term participated actively in discussions, providing examples from their experiences. The formative process brought teachers closer together and promoted exchanges of experiences, receiving positive evaluations despite some weaknesses, such as the limited number of participants and concerns about meeting schedules. Conducting this training provided teachers with a space to discuss issues that affect them both professionally and personally. We believe that this work may contribute to future research and advancements in the field of teacher training.