Our research presents a didactic alternative for teachers working with reading texts in elementary
school. From teaching experience in a rural school in northern Tocantins, anchored in discourse
semiotics, which considers the text as the result of the construction of the subject in contact with the
object, the proposal consists in the reading of genres of the journalistic-media field involving, more
particularly, the phenomenon of fake news, one of the contents of the subject of Portuguese Language
provided in the BNCC (BRASIL 2018). Based on the studies of Greimas and Courtés (2018), Fiorin
(1990, 2004, 2016), Landowski (2014, 2016), Sousa and Teixeira (2014, 2019), Barros (2005, 2019)
and Silva (2017, 2019,2020), also on the official documents dealing with the Teaching of Portuguese
Language, more specifically the PCNLP (BRASIL, 1998), the BNCC (BRASIL, 2018) and the
Curriculum Document of Tocantins in the area of Languages (TOCANTINS, 2019), the investigation
observes informative texts with imagetic non-verbal resources, considered by semiotics as syncretic,
present in digital media. We defined it as a general objective to investigate regularities that construct
false information in genres of the journalistic-media field, as well as to present reading strategies to
assist in the deconstruction of these practices based on discursive semiotics. To do so, we used as
methodological path document research and literature review for the elaboration of the pedagogical
notebook, in order to guide teachers to act in the classroom and, thus, provide contributions to the
reading practices developed at school. The result showed us that the product developed enables
students to dialogue with the multiple languages that are so present in our daily lives, and that it can
serve as a roadmap to suggest strategies and assist in the process of identification and prevention of
the phenomena of fake news and post-truth. This broadens pedagogical practice in the acquisition of
skills and abilities necessary for the teaching of reading and the formation of readers.
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