Resumo:
Scientific denialism is present in everyday life through news, social media, and various social environments, including the classroom. Consequently, there is concern about the development of research in the field of Science Education. This study aims to analyze the production of scientific knowledge in this field, seeking to highlight and examine gaps and trends regarding scientific denialism. To contextualize and address these objectives, the research begins with reflections on the history and epistemological constitution of scientific denialism, engaging in a dialogue with denialist movements that give identity to denialism. Subsequently, it addresses conceptions related to Science Education in this context. As a methodological approach, an analytical-comprehensive state of the art research was conducted, focusing on the analysis of primary documents (theses and dissertations) to investigate knowledge production in the field of Science Education regarding scientific denialism. A total of 11 dissertations were analyzed using the Discursive Textual Analysis (DTA) method. Throughout the analysis, it was possible to diagnose that the debate on scientific denialism and its components is incipient within the research field, with some divergences and convergences among authors regarding the final objectives of the theme in the area.
