A desinformação nas mídias: como os livros didáticos de língua portuguesa do ensino médio abordam o fenômeno das fake news

Abstract

This study aimed to analyze how high school Portuguese language textbooks prepare students to identify and combat fake news, considering disinformation across various media, social networks, and information sources. The research focused on the textbooks "Português: Linguagens" by William Cereja and Thereza Cochar Magalhães and "Ser Protagonista – Língua Portuguesa" by SM Publishing, evaluating the activities and content designed to promote critical thinking and media literacy among students. Specific objectives included investigating the approach to information verification present in the textbooks, assessing the proposed practices for analyzing source reliability, and understanding how the presented content discussed the social impacts of fake news. The methodology was bibliographic and qualitative in nature, using content analysis to identify how these textbooks addressed critical themes and information verification. The study examined how verification and reliability issues were addressed in the teaching materials and further discussed the importance of forming critical and conscientious students who can navigate the digital world safely and responsibly. Additionally, complementary pedagogical practices were suggested to empower students in confronting the challenges of disinformation.