DESINFORMAÇÃO CIENTÍFICA EM VÍDEOS DO YOUTUBE PELA ABORDAGEM DA PRÁTICA SOCIAL DA CIÊNCIA: O CASO DO DESIGN INTELIGENTE

Abstract

Education goes through different paths, as well as the understanding of its concepts, such as the theory of evolution, the most scientifically accepted explanation to explain the diversity of life and the evolutionary process. Thus, the Intelligent Design (DI) movement is a typical movement in the United States and is gaining more and more space within Brazilian society and within the teaching of public schools in Brazil. This movement that was established on religious bases and for this reason began to avoid using the terms: creationism, creation or even creator and thus began to adopt Intelligent Design (ID). As a result, the current research is directed to the YouTube website, a platform that attracts many users due to its great ease of access, in addition to offering a “world” of options on various subjects, in this specific case directed to Intelligent Design. Therefore, the discussion had the importance of citizens knowing how to differentiate that even being a specialist in an area and presenting an extensive training curriculum, it does not imply that in another area it is not spreading misinformation and this is because of the credibility that these people present to lay citizens. In this way, this dissertation had as general objective to analyze the criteria of the nature of science in society for the analysis of scientific disinformation in YouTube videos about Intelligent Design. For this, it had the specific objectives of identifying the videos present on the YouTube platform that address the Intelligent Design theme, analyzing factors related to the social issue of the nature of science and thus verifying in the YouTube platform videos on ID the demarcations between science and pseudoscience with direction for the criteria of the nature of science and, finally, to find out which factors of the theme on ID are essential for the fight against disinformation and scientific denialism in science teaching. As a result, this work was classified as exploratory-explanatory, with a qualitative approach, taking into account the criteria of the social practice of science to analyze whether the three researchers who were present in the videos could be considered spokespersons for science according to the criteria established by researcher Elizabeth Anderson. Therefore, the theme of the social practice of science for science teaching is essential, since it can help students build new horizons about what it means to have critical thinking and apply it in their daily lives, contributing to media literacy about of misinformation that is mainly displayed on social media and digital platforms.