Literacia (trans) midiática e desinformação à luz da BNCC : abordagem de crise epistêmica no ensino médio de uma escola pública

Abstract

The aim of this study was to understand and analyze how Portuguese language teachers in a public high school didactically apply notions of media literacy, in light of the guidelines of the National Common Curricular Base (BNCC) in their lesson plans for discussions related to disinformation in the context of an epistemic crisis. The methodological approach prioritized teachers, but included students to assess how they perceive the epistemic crisis that permeates disinformation in contemporary times. The methodological strategy included an exploratory phase; fieldwork, through a case study; and treatment and analysis of the material. To articulate disinformation and epistemic crisis, as well as the role of media literacy, the notion of transmedia literacy was taken into account, as we understand that this perspective is more appropriate to understand the logic of multiplatform propagation of disinformation. The field study was divided into three phases: 1) Diagnosis, which consists of: a) individual interviews with the participating teachers to investigate possible challenges in implementing the topic of disinformation in the classroom, based on the BNCC and the teachers' media and information consumption; b) focus groups with students to assess how they usually get information and their level of trust in epistemic and democratic institutions; II) Didactic preparation, which consisted of: a) Workshops for the teachers to offer theoretical and methodological support so that they could develop lesson plans focused on the topic of disinformation; b) Analysis of the lesson plans in light of the BNCC guidelines, provided for in the journalistic/media field in Portuguese Language and the activation of transmedia skills proposed by Scolari (2018); III) Evaluation, which was based on: a) conducting individual interviews with the teachers to hear them about their participation in the study and discuss the self-evaluation of the class; b) application of a questionnaire to students about the work carried out. The results reveal that, for students, the epistemic crisis emerges from the discredit and distrust in journalistic and legal institutions. On the other hand, students say they trust and, therefore, demonstrate that they recognize teachers and schools as epistemic authorities. In this sense, both the school institution and the teachers demonstrate that they have the capacity to act as a counterpoint to the spread of disinformation in a scenario of epistemic crisis. The research showed that the participating teachers used several notions focused on media literacy in their lesson plans on disinformation aligned with the premises of the BNCC, with little incidence of transmedia literacy, which proves to be relevant and efficient for the universe investigated. It was found that items 2 and 5 of the journalistic-media field of the BNCC, focused on the discussion of relevant themes guided by contemporary journalistic media, stood out in the plans analyzed. Regarding the activation of transmedia dimensions and skills, the priority of the Media and Technology and Ideology and Ethics dimensions was clear. Nevertheless, based on the results, we suggest that the Ideology and Ethics dimension should also be prioritized in future actions so that students can develop skills that can help them face symptomatic issues of the epistemic crisis in the face of the problem of disinformation. Finally, we envision as a suggestion for future research the deepening of specific aspects of transmedia literacy in disinformation, in order to place the phenomenon in the foreground and use it as a guide for issues relevant to the construction of civic and critical education for young people, taking into account ethical aspects of the consumption and production of information in the digital environment according to the priority consumption habits of young people, who are very fond of transmedia literacy.