REFLECTION, ETHICS, AND LANGUAGE: PHILOSOPHICAL-DISCURSIVE EDUCATION IN THE CONTEXT OF FAKE NEWS

Abstract

The dissemination of fake news represents one of the greatest contemporary challenges to the ethical, critical, and linguistic formation of individuals. This article aims to investigate how philosophical-discursive education can contribute to combating misinformation within the school context. The study is guided by the following research problem: how can students be educated to critically resist informational manipulation promoted by fake news? The relevance of this research is justified by the growing vulnerability of young people to digital misinformation, recognizing that the development of argumentative, ethical, and interpretative skills is fundamental for the construction of a democratic society. The methodology adopted is qualitative in nature, based on a bibliographic review and theoretical analysis. The theoretical framework engages with authors such as Paulo Freire (1996), Jürgen Habermas (1984), Hannah Arendt (1971), Mikhail Bakhtin (1981), and Michel Foucault (1971), articulating the fields of philosophy, ethics, and discourse analysis. The study proposes a pedagogical intervention composed of teaching strategies aimed at developing critical thinking, discourse analysis, and the responsible production of informational content. It is concluded that the philosophical-discursive approach enables the formation of more conscious, reflective, and ethically committed individuals dedicated to the pursuit of truth.