SCIENTIFIC KNOWLEDGE AND FAKE NEWS

are they an epistemological obstacle in science and biology teaching?

Abstract

This study presents a qualitative and theoretical analysis, based on bibliographical research to enlighten whether fake news can be characterized as an epistemological obstacle to the learning process of scientific knowledge, regarding Science and Biology subjects, during Covid-19 pandemic context and fake news dissemination. Thus, to develop this proposal, it aims at identifying the notion of epistemological obstacle in Gaston Bachelard's work by briefly reconstructing the author's narrative, in an attempt to indicate possibilities to scientific knowledge and implications of fake news along this process. It is known that an overflow of information, the infodemic, has been a barrier due to the difficulty of criteria to select relevant and safe information as allies in the educational process. There is an intense anti-scientific movement, which is not new, but it is possible to observe its worldwide increase in recent years. It will be important for educators to assume an investigative and reflective attitude so that the feeling of failure does not go unnoticed when instinctive behavior does not appear in their pedagogical practice, as they hold knowledge. Thus, any advice regarding pedagogical mistakes will be absolutely useless. At last, fake news was configured as a phenomenon of weak thought or an epistemological obstacle to the first experience, which means let you be carried away by impulse, by the natural rapture caused by information, without critically consider it, since criticalness helps on scientific background, reforms and rectifies knowledge, when we do not offer resistance to new knowledge.