Relações entre ciência, informação e mídia: uma análise de interações em aulas de biologia no ensino médio

Abstract

In this paper, we analyze how students from a 1st year high school class build relationships between media, science and information in Biology lessons. For this, we carried out a participant observation of these lessons, guided by an ethnographic logic of research. We developed a macro and microscopic analysis, and selected literacy events in order to discuss interactions in detail. The event analyzed in this paper indicated that students judge and interpret media texts establishing different relationships. In some cases, media was mobilized as an element of distorting scientific information, considered adequate. In other cases, the media was considered useful for the dissemination of scientific information, by promoting behaviors in line with science indications. We discuss the implications of the results, considering the relevance of expanding opportunities for students to critically analyze information related to science in media.