Educação em ciências, esfera pública e fake news: o papel dos “influenciadores” digitais

• Autores: Gama, Elda de Aguiar, Peralta, Deise Aparecida
• Formato: objeto de conferencia
• Fecha de Publicación: 2023
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: portugués
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/199287
• Enlace del recurso: https://repositorio.pucp.edu.pe/index/handle/123456789/199287
• Nivel de acceso: acceso abierto
• Materia: Public Sphere; Habermas; Critical Theory; Virtual Environment; Anthropology; Esfera Pública; Teoría Crítica; Ambiente Virtual; Antropología; https://purl.org/pe-repo/ocde/ford#5.03.00

This work is directed to Information and Communication Technology in Education. Virtual environments are used as spaces of speech in a social, political and economic context. The potential of these environments is undeniable, and they have become a wide-ranging place for research and interaction. This research, which is qualitative in nature and has an analytical-descriptive format, aims to explore ethnographic spaces online, through digital social networks, discussing, according to Habermasian assumptions of the public sphere, the potential of so-called "digital influencers" to contribute to science education and the dissemination of fake news on scientific topics. In methodological terms, the study is characterized as ethnography, more specifically a netnography on social networks, preceded by a survey, via questionnaires and interviews, with primary and secondary school students of the most accessed digital social networks and most "followed" influencers, and preceded by an interview with science and biology teachers, of the semi-structured interview type. Netnography will be used to analyze videos, comments and the flow of collective interactions in forums, with a focus on the online communities involved. The analytical movement will include the construction of a critique of the role of "influencers", the reconfiguration of today's public sphere caused by them and the resulting new curricular demands on science education in this scenario.