CRITICAL READING AND COMBATING MISINFORMATION: THE ROLE OF SCIENTIFIC LITERACY IN K-12 EDUCATION

Abstract

This article analyzes the concept, evolution, and applications of scientific literacy in Brazilian education, given the observation that science permeates daily life, yet Brazil records low performance in PISA assessments. The study is justified by the social relevance of scientific citizenship, the incorporation of the term into the BNCC (2018), the need to combat misinformation, and the importance of equitable access to knowledge. The central problem addresses whether schools prepare students to handle scientific demands, considering the gaps between the prescribed curriculum and actual classroom practice. The objectives are to distinguish between basic scientific literacy and scientific literacy (in the sense of functional/critical engagement); to contextualize the debate historically; to analyze pedagogical practices (critical reading, interdisciplinarity, the STS approach); and to discuss challenges, with an emphasis on teacher training and public policy. Methodologically, this is a qualitative, exploratory-analytical bibliographic study involving content analysis of national and international sources organized into three axes: conceptual, practical, and policy-related. The study concludes that scientific literacy requires integrated and sustained actions, including investment in continuing teacher education, curricular reorganization, and guaranteed universal access to scientific knowledge, as these are indispensable conditions for fostering critical thinking, democratic participation, and the ability to counter misinformation.