Banca de DEFESA: ALEXANDRE RODRIGUES BARBOSA

SCIENTIFIC DISSEMINATION ON THE INTERNET: CREATIVITY AND (RE)PRODUCTION DIDACTIC IN THE WORK OF 'ONLINE CONTENT CREATORS' IN PHYSICS FOR YOUTUBE AND TIKTOK

Science divulgation, creativity, physics teaching.

Among forms and formats, scientific dissemination has its importance both in the educational and political fields; this is because it appears as a movement that aims to democratize science by bringing scientific knowledge to the non-specialized public. The history of scientific dissemination confirms that different media have already been (and have been) used with the aim of disseminating science to the population. Currently, new media formats for scientific dissemination have emerged, such as podcasts and channels on different digital platforms, such as YouTube and TikTok. Such a movement complements the history of scientific dissemination and surpasses other dynamics already established in this regard by incorporating them. Regardless of the time scale, scientific dissemination has always had a very clear purpose: to share scientific knowledge based on popular language. However, this popularization of the language should not happen anyway, precisely because Scientific Dissemination is a political act and a production of humanity. Bringing scientific knowledge to the public that does not directly participate in scientific activity is to nourish these people with the maximum abstractions ever performed by mankind in terms of knowledge of reality, as the appropriation of scientific concepts brings us closer to knowledge of reality. However – especially in current times when the flow of information is enormous – some information can keep us away from it. With the advent of entertainment networks, the activity of science communication became decentralized, so that there was a change in the pole of message issuance – today, anyone can talk about science on the internet; what, in appearance, is extremely positive, is actually quite dangerous, mainly because the internet is a terrain dominated by large companies from Silicon Valley. Located in the United States of America, those companies, through regulations, influence the Science Dissemination activity so that it has forms and contents that meet the requirements of these platforms, that is, forms of approach and specific contents that “engage” in social and streaming networks. Seeking to analyze this autonomous movement of science communication content creators for the internet, in the field of Physics, we investigated the creative process of five content creators with specific training in Physics. In this sense, we seek to know how the dynamics of the scientific dissemination movement on the internet has been going beyond what it appears, knowing, above all, its contradictions. Such investigation, therefore, has its bases in historical-dialectical materialism, in historical-critical pedagogy and in historical-cultural psychology, and permeates the analysis of videos produced and the analysis of the interview with each content creator. In this analysis, we look at the phenomenon of scientific dissemination in terms of form (how it is disseminated) and content (what is disseminated). Data analysis allowed us to identify that the production processes of scientific dissemination content on the internet have pointed to a hegemonic trend of Scientific Dissemination based on entertainment, which we named Scientific Dissemination of Entertainment, a dangerous project that, in its appearance, is ludic, pleasant, interesting and informative. However, in essence it is a movement aligned with the neoliberal agenda of technological capitalism based on creative exploration. This movement, within the scope of Physics, sometimes tends to build Physics as entertainment, sometimes tends to build (pseudo)science as entertainment, thus having repercussions on two striking trends of Science Dissemination on the internet, which are discussed in detail in this work So to speak, we found that the Scientific Dissemination of Entertainment is yet another mechanism that serves the interests of capitalism, causing online Physics content creators to (re)produce didactics and emblems that end up harming the science education project of the non-specialized public