A era das informações falsas e suas repercussões na educação básica: um desafio para a formação crítica de estudantes.

Abstract

The central theme of this study is the proliferation of virtual misinformation in modern society, focusing on the Brazilian geographic context, and aims to identify the impacts of false information on Basic Education, focusing on the context of reading geographic space in the era of the scientific informational world. This research was carried out from January to April 2024 and the methodology used was based on a contextualized bibliographic review. The bibliographic references addressed cyberculture and technological innovations (Simões, 2009; Valle, 2019; Demo, 2011; Da Silva, 2022), communication technologies and fake news (Santos, 2022; Hooks, 2020; Baladeli et al., 2012; Vilela and Selles, 2020) and the difficulties teachers face when faced with misinformation (Moran, 2005; Souza and Bonilla, 2014; Da Silva et al., 2023; Santos, 2022). The results point to damage caused to the development of students' critical training, as well as to the difficulties faced by teachers when faced with technological innovations and the growing virtual misinformation perpetuated by students. It is concluded that it is necessary to adopt prudence in the use of technologies in everyday school life, seeking to integrate them in a responsible and effective manner by students and teachers, as well as it is essential to promote actions related to virtual education that aim to filter the veracity of the content shared through digital information and communication technologies (TDIC).