Entre la ciencia y la desinformación: la percepción de profesores de ciencias sobre las noticias falsas durante la pandemia de Covid-19

• Heslley Machado Silva ^[1]
  1. [1] Universidade do Estado de Minas Gerais

     Universidade do Estado de Minas Gerais

     Brasil

     
• Localización: Revista latinoamericana de estudios educativos, ISSN 0185-1284, Vol. 56, Nº. 1, 2026 (Ejemplar dedicado a: Formación inicial docente: políticas y subjetividades), págs. 327-356
• Idioma: español
• DOI: 10.48102/rlee.2026.56.1.872
• Títulos paralelos:
  • Between science and misinformation: science teachers’ perception of fake news during the covid-19 pandemic
• Enlaces
  • Texto completo
• Resumen
  • español

    La pandemia por Covid-19 intensificó la desinformación científica, lo que afectó también a docentes. Este estudio analizó la percepción de 52 profesores de Ciencias de Formiga - Minas Gerais (Brasil) y localidades circundantes sobre tres fake news frecuentes: origen del virus en laboratorio, ocultación de tratamientos eficaces e inseguridad de las vacunas. A través de un cuestionario en línea, se identificó que, aunque la mayoría rechazó las afirmaciones, entre 25% y 31% se mostraron indecisos, evidenciando vacilación epistémica. Además, 73.5% usaba redes sociales como principal fuente de información, frente a un escaso 5.8% que recurría a artículos científicos. El estudio concluye que es urgente fortalecer la formación docente como foco en el alfabetismo científico y mediático, así como en el pensamiento crítico y el enfrentamiento activo de la desinformación.

  • English

    The Covid-19 pandemic intensified scientific misinformation, which also affected teachers. This study analyzed the perception of 52 Science teachers from Formiga - Minas Gerais (Brazil) and surrounding localities regarding three frequent fake news items: laboratory origin of the virus, concealment of effective treatments, and vaccine safety concerns. Through an online questionnaire, it was identified that, although the majority rejected the claims, between 25% and 31% were undecided, evidencing epistemic hesitation. Additionally, 73.5% used social media as their primary source of information, compared to a mere 5.8% who consulted scientific articles. The study concludes that it is urgent to strengthen teacher training with a focus on scientific and media literacy, as well as on critical thinking and active confrontation of misinformation

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