High Students’ Competences in Literacy Practices in the Information Disorder Context

Abstract

This article discusses High School students’ competences in reading and writing social practices in digital media, in the information disorder context and related to false information. The theorical framework is based on the New Literacy Studies, particularly in the reader formation, from which orientations of the Base Nacional Comum Curricular (BNCC – Common Core Curriculum) are described and discussed. The approach is based on qualitative and interpretative methods, concerning 105 textual productions written by students from a public school in São José do Rio Preto, São Paulo countryside, in 2019 first semester. Although both the 105 compositions and the BNCC are previous to the covid-19 pandemic, it is relevant to discuss this sanitary crisis, which has demonstrated an “infodemic” context and emphasized inequal education access. Data analysis showed that High School students are capable in recognizing false information based on Portuguese language criteria. However, they seem to ignore aspects that are not related to linguistics, as well as discourses and personal beliefs in information disorder process. The results show a conflict between expectations and guidance of the BNCC and literacies that must be discussed and developed by schools, mainly (but not only) considering a post-pandemic life.