This dissertation was created within the scope of the Criatividade e Inovação em Processos e
Produtos Educacionais (CIPPE) research line of the Programa de Pós-Graduação Criatividade
e Inovação em Metodologias de Ensino Superior (PPGCIMES), of the do Núcleo de Inovação
e Tecnologias Aplicadas a Ensino e Extensão (NITAE2), at the Universidade Federal do Pará
(UFPA). Its aim is to develop and implement, using active methodologies and practices, a
didactic sequence that uses fake news as didactic resources in the training of history teachers.
To achieve this goal, the educational product was prototyped in the form of a didactic sequence
entitled "DesmitiFake!", which was presented in two meetings aimed at the History
undergraduate course audience. Subsequently, this educational product was tested and validated
with the participation of students on the History degree course at UFPA's Faculty of History,
showing promising results in terms of student involvement, engagement and learning in the
development of educational strategies that enhance critical and problem-solving skills using
fake news as a didactic resource. Next, a website was designed to host all the materials created
to implement the didactic sequence, with the aim of providing opportunities, creating and
occupying the spaces made available by Digital Information and Communication Technologies
(DICTs), in order to promote the dissemination of tools that can support the process of
confronting fake news and bring the target audience closer to the potential provided by DICTs.
In this way, the results of the research indicate viable theoretical and methodological tools for
tackling fake news, through active methodologies and practices aimed at History undergraduate
students.
|
