PERCEPTION, CRITICAL READING, FAKE NEWS: A view of the resident teacher in the classroom
Keywords:
Pedagogical Residency, Resident Teacher, Critical Reading Perceptions, Fake NewsAbstract
This article presents my experience and perceptions as a resident teacher, in the class of the 3 Year of High School, at CEPI in the city of Goiânia, in the Remote Teaching modality, with the focus of our study being the teaching of critical reading of texts news, fake news and manipulation in the media. In order to prepare students to critically read texts in the media, emphasizing the importance of informational media literacy. In this perspective, we base our theory through Critical Discourse Analysis (FAIRCLOUGH, 2016; VAN DIJK, 2002, 2005, 2015, 2018) and also through Information Literacy studies (GASQUE 2012, FERRARI et al, 2020; WILSON et al., 2013). Thus, I used qualitative research that dialogues with other research sections and the active methodology, for giving students critical autonomy. In this way, we developed a Didactic Sequence (DS) with more than eight classes and three subjects, news, fake news and manipulation, but the article focuses only on the critical reading of fake news. Therefore, we had a satisfactory result, as the students were able to understand the subjects covered during the classes, exposing their points of view and acquired knowledge.
