FAKE NEWS AND DISINFORMATION: THE ROLE OF SCHOOLS IN FACT-CHECKING

Abstract

This study addressed the theme of digital security in the educational context, with emphasis on the proliferation of fake news and misinformation. The research problem questioned how the school could act in facing these practices, using media literacy combined with computational technologies. The general objective was to analyze how media literacy, mediated by digital resources, could contribute to promoting digital security in schools. The methodology was based exclusively on bibliographic research, supported by authors who discuss educational technologies, collaborative learning, concept mapping, and gamification. The development identified pedagogical strategies that, when integrated with digital tools, enabled the development of critical and social competencies necessary to confront disinformation. It was found that the planned and intentional use of computational technologies fostered the formation of students capable of fact-checking, evaluating information, and acting responsibly in digital environments. It was concluded that school plays a fundamental role in forming digital citizenship and that further studies may enhance the understanding of the practical application of these strategies.