Letramento digital e competência informacional de estudantes de graduação da saúde: uma proposta de ensino de leitura e produção de textos acadêmicos sobre Fake News e Fact Checking

Abstract

This study presents the results of a scientific literature review aimed at mapping the state of knowledge on digital literacy and media education in the training of health professionals. Through thematic content analysis, key concepts were identified to support the development of a didactic sequence focused on teaching academic reading and writing. The proposed sequence is intended for first-semester students in the Bachelor's in Public Health program at the Academic Center of Vitória de Santo Antão, a satellite campus of the Federal University of Pernambuco. The concepts of fake news, misinformation, fact-checking, information literacy, cyberviolence, impoliteness, and facework were found to be essential for equipping future health professionals with critical communication skills in the context of digital interactions, scientific denialism, and misinformation in health education practices. The didactic sequence, grounded in frameworks from cyberpragmatics, information science, and text linguistics, holds potential for implementation in academic literacy courses in health education programs. It is concluded that advances in telematics, artificial intelligence, and algorithms require new pedagogical approaches that move beyond traditional models, incorporating contemporary issues into the teaching of academic discourse.