Resumo:
This research investigated the contribution of Media and Information Literacy (MIL) associated with experiential activities in addressing the spread of misinformation, through a pedagogical workshop with high school students. The project's guiding theme was flat-Earth theory and initially sought to identify students' common-sense conceptions of fake news and disinformation, and subsequently, to analyze changes in students' critical thinking as digital citizens after the intervention. The research adopted a qualitative and participatory approach, developed in stages within the school environment. The results indicate that the workshop promoted engagement, curiosity, and critical reflection, stimulating more analytical and responsible attitudes towards news shared on social media. Even students initially motivated only by curiosity demonstrated appropriation of the topic, developing cognitive, social, and ethical skills. In conclusion, the study shows that the integration of MIL with experiential activities and participatory pedagogical practices favors the formation of critical and conscious students, capable of interacting responsibly in a digital society. The findings reinforce the value of educational workshops for science education, contributing to the development of essential skills for digital citizenship, critical evaluation of information, and the construction of an ethical and reflective stance towards the circulation of content in digital media.
