A Educação Midiática no combate à desinformação: experiências de uma pesquisa-ação com jovens em Rondon do Pará

Abstract

Media Education has been identified as a possible alternative for society to develop mechanisms for critically reading the information disseminated by the media, especially on the internet. This dynamic of qualifying content consumers primarily acts against the spread of false information that threatens democracy. We understand this concept as the process of teaching about the media and how it works, aiming to promote students' critical and creative thinking regarding what is consumed and produced in this environment. From this perspective, the general objective of this dissertation is to understand how the inclusion of a Communication professional in the daily routine of the Dionísio Bentes de Carvalho School, in Rondon do Pará/PA, can support the implementation of activities focused on the competencies and skills recommended by the Base Nacional Comum Curricular (BNCC – National Common Curricular Base). The method adopted for the analytical development of this study is action research, based on the guidelines of Thiollent (2011). We chose this methodology because we consider it the most appropriate in the context of Media Education, based on the following hypotheses: (H1) The Dionísio Bentes de Carvalho School is unable to effectively address and develop the media competencies and skills established in the BNCC due to the lack of specific teacher training and technological resources; (H2) Ongoing media education activities led by a communication professional support the development of students’ critical thinking skills. The theoretical approach focuses on the intersection between Communication and Education, engaging with concepts such as Freire’s Pedagogy of the Oppressed (1987), Dewey Pragmatism (1915), Martín-Barbero Communication and Culture (2014), and Buckingham Media Education (2003). The research is conducted with a second-year high school class in the only public secondary school in the municipality. This study highlighted the school's limitations in delivering certain content due to infrastructure issues, such as internet access, and the lack of specialized professionals in the field. Furthermore, the activities developed at the school appear to have contributed to the development of critical thinking through Media Education.