Interactions, readings and senses in the fake news times: challenges for a readers’ formation in the school context

Abstract

The paper discusses the production and the consumption of fake news, intensified by the contemporary role of the use of social network, which, on one hand, broaden the sources of information and, on other hand, compromises the reliability of what is said to be a fact. From this point, it presents reflections about implications in the field of reader’s education at school context. In post-truth era, school faces the teaching of new reading practices, which include the formation of critical readers, who are capable of reading the text and its surroundings. In this sense, Discursive Semiotics is mobilized as a theory that has much to offer to didactic practices, considering the enlargement of the analysis horizon’s pertinence levels that contributes to the understanding of the processes involved.