"E se morre de desinformação”: o desenvolvimento do letramento informacional para a formação de leitores críticos e para o combate à disseminação de Fake News

Abstract

Considering the dissemination of fake news as a phenomenon associated with posttruth, the need to teach students in Basic Education to read critically arises, as established by the National Common Curricular Base (BNCC). Thus, one of the main demands of the 21st century school is to teach how to identify the veracity of information, i. e., the source of a certain publication, if there was manipulation of an image, if an image was placed in a text outside its original context, and if a webpage is reliable. Therefore, the research problem is: How can Information Literacy be developed in Youth and Adult Education (Y&AE) to promote critical reading skills and prevent the dissemination of fake news? Given this context, this work proposal, developed in the Reference Center for Youth & Adult Education Professor Severino Uchôa, in the 3rd stage/EJAEF. This research aims to promote the Informational Literacy of these students, in order to develop critical reading skills, in order to form ethical and protagonist readers, able to question the information that circulates socially, especially in social media of the digital universe, in the combat against fake news. Thus, this research-action, of interventionist character, provides the application of a Teaching Sequence (DS) based on the theoretical assumptions of Dolz, Noverraz and Schneuwly (2004). The DS intended to present to the students models and practices of critical reading of texts of the journalistic-media sphere of digital circulation and, as a final product of intervention, an informative Videoguide about the universe of fake news, as contributions to the development of Informational Literacy of these students. As a theoretical referential framework, we highlight studies regarding the Information Society (CASTELLS, 2013), Cyberculture and Collective Intelligence (LÉVY, 1999; 2003), Post-Truth and Fake News (FERRARI, 2018a, 2018b; BARBOSA, 2019; SILVA & TINOCO, 2019; SEMIS, 2018), Information Literacy (PASSOS & SANTOS, 2005; CAMPELLO, 2009, 2003; GASQUE & TESCAROLO, 2010; GASQUE, 2012; GOMES,2019; FIALHO et al. , 2019); to the promotion of Critical Reading (ANTUNES, 2003; FERRAREZI JR., 2017) and to Multiliteracies (GRUPO DE NOVA LONDRES,(ROJO & MOURA, 2012; ROJO, 2013; BAPTISTA, 2016). The work done made it possible to reflect on a phenomenon that plagues the Information Society in a very harmful way, the fake news, which, associated with a historical period of posttruth, results in a growing negation of science. In the face of so much contempt for scientific evidence, for example, during the pandemic of the new Coronavirus, vaccination, the use of masks and social distancing, it is undoubtedly essential to establish in the mother language classes projects that contribute to the development of skills and abilities so that the learner can deal with different forms of misinformation. In this way, it will be possible to train students as protagonists, who will know how to mean and give new meaning to the information they receive.