FAKE NEWS NO LIVRO DIDÁTICO DE LÍNGUA PORTUGUESA: ANÁLISE E PROPOSTA – CONTRIBUIÇÕES PARA AMPLIAR A LEITURA CRÍTICA NO ENSINO FUNDAMENTAL

Abstract

This research discussed, for the purposes of didactic intervention, the approach to fake news in the Portuguese Language (PL) class. Based on the analysis of the proposal that the textbook Tecendo Linguagens – 9th grade of elementary school – presented to address this theme. We aimed to present a proposal for didactic workshops that expand the possibilities of discussion about fake news , favoring the development of critical readers. fake news is an emerging genre in contemporary society, but that, according to Chagas (2020), historically, fake news is not new to humanity, it has always existed. However, with the emergence of digital information and communication technologies (DICTs), they have become an important phenomenon for social, political, and economic interests. Three assumptions are underlying this study: the creation of fake news generates a mismatch between what actually happened and what is intended to be believed, for the benefit of a specific group; the National Common Curriculum Base (BNCC) proposes that this theme be widely discussed in the classroom (BRASIL, 2017); the critical reading of fake news passes through the school, especially through the PL class, and that in this class the use of textbooks occupies a considerable space. And so, the following guiding questions arose: how does the teaching of the PL, through the textbook, prepare the student to deal with the issue of fake news ? Does the treatment given to the issue by the textbook Tecendo Linguagens (in use in the researched class) favor the construction of critical readers of the social reality in which they are inserted? And as we, as PL teachers, inserted in a Teacher Training Program (Profletras), we can contribute to mitigate the effects of fake news on students? The discussions arising from such questions and the objective of this study, already mentioned above, were subsidized by studies on Textual/discursive Genres and Reading, also bringing some assumptions of the BNCC, Discourse Analysis (DA) and Cultural Studies. Therefore, contributions by Bakhtin (2003), Marcuschi (2008), Ripoll (2020), Chagas (2020), Bauman (2013), Santaella (2019), Possenti (2001), Orlandi (1988/2020), among others, will be considered. The methodological basis followed the principles of applied research, qualitative, bibliographic, and action research. The locus was a public school and the subjects were 9th grade students. As for the research procedures, they were: survey of the theoretical elements of the research, reading and analysis of the textbook, elaboration of didactic workshops (DW), application of the DW and analysis of the results. The results showed that the textbook Tecendo Linguagens highlighted the theme of fake news in one of its chapters, but the proposed activities did not contribute satisfactorily to the development of critical readers. The proposal of the didactic workshops provided the students with the same content, from other points of view, thus expanding their reading possibilities.