Letramentos críticos midiático e digital: uma proposta didática contra sistemas de desinformação no ensino fundamental

Abstract

This research is based on the observation that, although students are constantly connected to social media and exposed to an intense flow of information, many have difficulty critically analyzing it, distinguishing facts from manipulated content. Given this reality, we developed a didactic proposal to develop critical media and digital literacy in a 9th grade class. The objective was to investigate and analyze linguistic and discursive strategies to combat misinformation on digital platforms, working specifically with the genres of news and posts on social media. The proposal aimed to improve the reading and critical production of these texts in the context of contemporary digital social practices. Methodologically, a qualitative intervention research was carried out, focused on the reading, analysis and production of multimodal texts (printed and digital) on combating disinformation. The study was theoretically based on different authors, such as the works of Magda Soares (literacy and literacies), Brian Street (social literacies and ideological model) and Patrick Charaudeau (analysis of media discourse); to understand the phenomena investigated. Through the analysis of news and posts on social networks, the students reflected on the contexts of circulation and production, target audience, and analysis of linguistic, discursive and semiotic resources. The research showed significant results, as students understood the importance of using digital technologies in a more critical, reflective and ethical way, producing informative materials (such as cards with verification tips) and applying checking strategies (source analysis, reverse image search and contextualization). Thus, we consider that students engaged in different social practices, communicating efficiently through different languages ​​and media.