The phenomenon of disinformation is one of the major problems that humanity has been facing
in this last period of society, the era of digital technologies is the great driver of this
phenomenon, which together with post-truth and the historical period of post-modernity have
been giving support to that this situation becomes increasingly worse. Therefore, the present
study seeks to investigate the development of teaching and learning environments in initial
teacher training that aim to analyze and understand media information in the face of
disinformation. The methodological path is qualitative and exploratory research, with a set of
activities being developed as educational guidance in order to collaborate with the initial teacher
training process, with regard to the relationship between misinformation and its inferences in
society. This set of activities was applied, in a preliminary way, with 14 undergraduate students
from the degree course in educational information technology at the Federal University of
Western Pará (Ufopa), as a way of analyzing the feasibility and development of the activities.
The following instruments were used to organize and process information: questionnaires, field
diary and also a group interview. The final results show that the initial teacher training
environment is still unable to encompass the complexity of the situation in which
misinformation is found, however, it is considered to be the most favorable environment to
propagate the skills for tackling misinformation, of which education It is vitally important to
deal with this process, being one of the pillars of conflict, and it is necessary to expand studies
on this topic.
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