O despertar do pensamento crítico na era das notícias falsas: uma abordagem filosófica para o ensino médio na rede pública

Abstract

This study investigates how the teaching of Philosophy can contribute to combating misinformation and fostering critical thinking among students in public high schools in the interior region of the state of São Paulo, Brazil, in light of the challenges posed by the digital age. The proliferation of fake news and the manipulation of information demand a reassessment of the role of Philosophy as a space for reflection and critical inquiry. To this end, the analysis focuses on the pedagogy of concepts, with emphasis on the notions of concept and plane of immanence developed in What Is Philosophy? by Gilles Deleuze and Félix Guattari, articulated alongside the contributions of Brazilian scholars who have applied this perspective to secondary education, particularly Sílvio Gallo and his proposal of the “concept workshop.” The research adopts a qualitative, bibliographic, and proposal-oriented approach, historically situating the challenges faced by Brazilian public secondary education, the curricular tensions surrounding the discipline of Philosophy, and the impacts of digital media on youth formation. The central objective is to develop pedagogical tools capable of stimulating critical thinking, argumentative analysis, and concept creation, in accordance with the adopted theoretical framework. As an educational product, the study proposes a digital magazine designed for Philosophy teachers, structured around the methodology of the concept workshop and organized into stages ranging from the problematization of media narratives to collective conceptual creation. The proposal seeks to provide practical and accessible guidelines enabling teachers to conduct activities focused on the critical analysis of information, the identification of fake news, and the demystification of dubious content, while historically and ideologically contextualizing the narratives circulating in digital environments. As a result, this study proposes a reconfiguration of Philosophy teaching, transforming it into a space of resistance to misinformation and of promoting intellectual autonomy through the problem-concept movement, in which students learn to navigate the complex contemporary information landscape critically.