A formação de leitores/as e a análise do discurso: desnaturalizando as evidências de sentido produzidas pelas fake news

Abstract

This dissertation is the result of an action research developed at PROFLETRAS with the objective of analyzing the reading gestures of the ninth grade students in an elementary school in the municipality of Girau do Ponciano / AL on the effects of sense evidence produced by Fake News that circulated about the new coronavirus in 2020. The research aimed to create reading strategies capable of, together with students, identifying Fake News and problematizing the gestures of interpretation that lead so many people to fall easily into this network of Fake News. We start from the assumption that the school responsibility it is to form critical readers and this implies questioning, the superficial and uncritical reading present in the Digital Age. Thus, especially the Portuguese teacher, needs to produce practices that favor the formation of critical readers in the face of the spreading of Fake News. The methodology is qualitative. The collected data were analyzed using the concepts of Discourse analysis (DA). For this purpose, this paper is based on: Florencio et al. (2009), Mariani (2018), Orlandi (2007, 2009, 2012), Pêcheux (2008, 2014). Through research carried out among students, we observed that 85% are informed through social networks and only 6.8% consider themselves well informed. By the development of activities that discussed and analyzed the constitution, formulation and circulation of meanings deriving from Fake News, the students concluded that it is important to have a critical reading capable of combating the spread of Fake News.