A importância da educação tecnológica midiática no combate as fake news e desinformação em ambientes digitais

Abstract

Fake news is a major problem for global society, especially in digital media. They can be easily shared and spread, making users become victims and villains of misinformation. The dissemination of fake news over the internet worries the community in general, as it can negatively influence public opinion and generate social and political conflicts. Besides affecting the digital environment, fake news also impacts commercial and political areas, causing confusion and distrust. Fake news is often intentionally created to appear true, distorting crucial information that can affect important decisions. This impact can also generate discrimination, prejudice and hate speech, causing tensions between communities and regions. This research focused on the importance of media education for developing the autonomy of the students and critical thinking in the face of fake news and misinformation in digital environments. The objectives included analyzing the perception of the students of misinformation, evaluating the role of media education in developing autonomy and critical thinking, and organizing a technical-scientific school event to discuss the relevance of this type of education. Using a participatory research approach and qualitative methods such as questionnaires and interviews. The master's research developed with students from the Technical Course in IT integrated into high school at CETI Cândido Borges Castelo Branco in the face of fake news in a digital environment highlighted the essential need for media education to combat the spread of false information. The results indicated that the internet, especially social networks such as Instagram and WhatsApp, plays a central role in the life of the students, significantly influencing their preference for obtaining information online. Despite the dominance of digital media, traditional forms of media are still relevant. Also highlighting the importance of communication strategies aligned with the preferences of the contemporary public. The research revealed that misinformation is a significant challenge that affects many aspects of society. The school was identified as a crucial actor in developing critical skills in students, promoting responsible practices in the consumption and sharing of information. However, teachers faced challenges in implementing media education, including lack of training, resources and institutional resistance. As proposals for improvement, the research suggested investments in ongoing teacher training, updating technological resources, curricular integration of media education, involving students in school decisions and strengthening the partnership between school, families and the community. We emphasize media education as an essential tool for citizenship in the digital age, highlighting its fundamental role in the educational and social context.