<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922022000100220</article-id>
<article-id pub-id-type="doi">10.20396/etd.v24i1.8665292</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO E DESINFORMAÇÃO: LETRAMENTO MIDIÁTICO, CIÊNCIA E DIÁLOGO]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION AND MISINFORMATION: MEDIA LITERACY, SCIENCE AND DIALOGUE]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN Y DESINFORMACIÓN: ALFABETIZACIÓN MEDIÁTICA, CIENCIA Y DIÁLOGO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nagumo]]></surname>
<given-names><![CDATA[Estevon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teles]]></surname>
<given-names><![CDATA[Lúcio França]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Lucélia de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Brasília Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Toronto  ]]></institution>
<addr-line><![CDATA[Toronto ]]></addr-line>
<country>Canadá</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação Instituto Federal de Brasília]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>220</fpage>
<lpage>237</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922022000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922022000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922022000100220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A desinformação é um problema que tem se acentuado com o aumento do acesso à internet por meio das redes sociais e dos aplicativos de mensagens instantâneas. Além disso, tem impactado na diminuição da confiança pública, na polarização da sociedade e no aumento do negacionismo científico. Neste ensaio serão abordadas 3 (três) frentes em que a educação pode atuar para combater a desinformação: o letramento midiático, a confiança na ciência e a promoção de diálogo para lidar com a polarização. O letramento midiático pode fomentar uma leitura crítica da mídia para que fiquem claras as estratégias de manipulação presentes nas redes de desinformação. Para lidar com o negacionismo científico, é preciso uma melhoria nas condições para o ensino de ciências nas escolas brasileiras, com mais laboratórios e uma adequada formação docente. Também pode contribuir para uma maior confiança na ciência uma divulgação científica popular que se aproxime do cotidiano dos alunos explorando a importância do método científico. Diante da polarização da sociedade, incentivada por uma divisão política e por uma radicalização, a escola pode se contrapor com diálogo, solidariedade e tolerância. Nesse cenário, é preciso manter uma comunicação efetiva, muitas vezes, utilizando a afetividade entre professor e aluno para melhorar a motivação e a receptividade dos questionamentos discentes. Diante de tanta desinformação, polarização e negacionismo científico promovido, principalmente, pelo movimento conservador de ultradireita, faz-se necessário lutar para que a escola brasileira continue sendo um espaço de promoção da ciência, do diálogo e da democracia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Misinformation is a problem that has been accentuated by the increase of internet access through social networks and instant messaging applications. Moreover, it has impacted on the decrease of public confidence, the polarization of society and the increase of scientific negationism. This essay will address 3 (three) fronts on which education can act to combat misinformation: media literacy, confidence in science, and promotion dialogue to deal with polarization. Media literacy can foster a critical reading of the media so that the manipulative strategies present in the networks of misinformation become clear. To deal with scientific negationism, it is necessary to improve the conditions for science teaching in Brazilian schools, with more laboratories and adequate teacher training. It can also contribute to a greater confidence in science a popular scientific dissemination that approaches the students' daily life by exploring the importance of the scientific method. In front of the polarization of society, encouraged by political division and radicalization, the school can counter with dialogue, solidarity and tolerance. In this scenario, it is necessary to maintain effective communication, often using affection communication between teacher and student to improve motivation and receptivity to students' questions. In front of so many misinformation, polarization and scientific negationism promoted mainly by the conservative ultra-right movement, it is necessary to fight for Brazilian schools to continue to be a space for the promotion of science, dialogue and democracy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La desinformación es un problema que se ha acentuado con el aumento del acceso a internet a través de las redes sociales y las aplicaciones de mensajería instantánea. Además, de haber impactado en la disminución de la confianza pública, en la polarización de la sociedad y en el aumento del negacionismo científico. En este ensayo se abordarán 3 (tres) frentes en los que la educación puede actuar para combatir la desinformación: la alfabetización mediática, la confianza en la ciencia y la promoción de diálogo para lidiar con la polarización. La alfabetización mediática puede fomentar una lectura crítica sobre los medios para dejar claras las estrategias de manipulación presentes en las redes de desinformación. Para lidiar con el negacionismo científico, es necesario mejorar las condiciones de enseñanza de las ciencias en las escuelas brasileñas. También podrá contribuir para una mayor confianza en la ciencia, una divulgación científica popular que se aproxime al cotidiano de los alumnos explorando la importancia del método científico. Frente a la polarización de la sociedad, alentada por la división política y la radicalización, la escuela puede contraponerse con diálogo, solidaridad y tolerancia. En este escenario, es necesario mantener una comunicación efectiva, utilizando a menudo la afectividad entre profesor y alumno para mejorar la motivación de los estudiantes. Frente a tantas desinformación, polarización y negacionismo científico promovido, principalmente, por el movimiento conservador de ultraderecha, se hace necesario luchar para que la escuela brasileña siga siendo un espacio de promoción de la ciencia, del diálogo y de la democracia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia dos Meios de Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Digital]]></kwd>
<kwd lng="pt"><![CDATA[Letramento Tecnológico]]></kwd>
<kwd lng="pt"><![CDATA[Ciência e Educação]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Disinformation]]></kwd>
<kwd lng="en"><![CDATA[Information literacy]]></kwd>
<kwd lng="en"><![CDATA[Media education]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Desinformación]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización informacional]]></kwd>
<kwd lng="es"><![CDATA[Educación sobre medios de comunicación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
</kwd-group>
</article-meta>
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