Abstract
The COVID-19 pandemic shows that certain knowledge and ways of knowing linked to science education do not reach the common denominator of citizenship. In particular, this work focuses on the use of different types of graphical representations during the pandemic in mass media communication and political discourse. This invites a detailed reflection based on our research results on the role of graphics in science education. Thus, it is possible to raise perspectives for a post-pandemic education that includes the representational issue in science education for citizenship.
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