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PÁTRIAS - proposta de ação para transformação e promoção de literacia mediática em contexto de desinformação sobre imigração em plataformas digitais
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Este estudo aborda a disseminação de desinformação em conteúdo digital relacionado à imigração em Portugal, com o objetivo de identificar possíveis lacunas relativas à competência mediática de estudantes universitários e, assim, apresentar uma proposta de ação de intervenção educativa voltada à promoção da literacia mediática e ao estímulo à reflexão crítica. Historicamente, Portugal é reconhecido como um país com intenso fluxo migratório (Carvalho, 2024), sendo que, apenas em 2022, recebeu 60.389 imigrantes, número quase vinte vezes maior do que há dez anos (PORDATA, 2023). Entretanto, em 2019, o Relatório Anual da Comissão para a Igualdade e Contra a Discriminação Racial (CICDR) destacou que o segundo maior motivo de queixas de xenofobia (11,7%) estava associado aos media e às redes sociais (Casa do Brasil, 2020). Com base nas perspetivas teóricas (Ferrés et al., 2012, Recuero, 2024, Wardle & Derakshan, 2017), e considerando a complexidade e importância da questão, realizou-se um mapeamento inicial da competência mediática com um grupo de estudantes universitários, de modo a compreender os seus hábitos de consumo relativos a conteúdos sobre imigração em plataformas digitais. O mapeamento inicial, assim como a verificação do possível aprimoramento após a aplicação do jogo, teve como parâmetros as dimensões e indicadores propostos por Ferrés & Piscitelli (2012), os quais subsidiaram a recolha de dados durante a aplicação de inquéritos pré e pós-avaliativos, que revelaram, sobretudo, dificuldades dos estudantes na análise de conteúdos digitais em contexto de desinformação. Identificadas as lacunas, desenvolveu-se o jogo digital «PÁTRIAS Escape», cujo objetivo consistia em estimular os estudantes a perceberem o funcionamento da estrutura de desinformação operacionalizada em plataformas digitais, bem como a adquirirem novos conhecimentos e habilidades, com vistas a um consumo digital mais consciente e a uma atitude mais ativa e responsável no ambiente informacional. Os desafios foram desenhados de modo a possibilitar o contacto dos estudantes com publicações com desinformação relacionada à imigração, devidamente verificadas por agências de checagem de factos, além de conteúdo teórico sobre o tema. Os resultados revelaram significativa eficácia do jogo no aperfeiçoamento da competência mediática no grupo analisado, demonstrando a viabilidade da proposta.
This study addresses the dissemination of misinformation in digital content related to immigration in Portugal, with the aim of identifying possible gaps in the media literacy of university students and, thus, presenting a proposal for educational intervention aimed at promoting media literacy and stimulating critical reflection. Historically, Portugal is recognised as a country with intense migratory flows (Carvalho, 2024), receiving 60,389 immigrants in 2022 alone, a figure almost twenty times higher than ten years ago (PORDATA, 2023). However, in 2019, the Annual Report of the Commission for Equality and Against Racial Discrimination (CICDR) highlighted that the second largest reason for complaints of xenophobia (11.7%) was associated with the media and social networks (Casa do Brasil, 2020). Based on theoretical perspectives (Ferrés et al., 2012, Recuero, 2024, Wardle & Derakshan, 2017), and considering the complexity and importance of the issue, an initial mapping of media literacy was carried out with a group of university students in order to understand their consumption habits regarding content on immigration on digital platforms. The initial mapping, as well as the verification of possible improvement after the application of the game, used the dimensions and indicators proposed by Ferrés & Piscitelli (2012) as parameters, which supported the collection of data during the application of pre- and post-evaluation surveys, which revealed, above all, the students' difficulties in analysing digital content in the context of disinformation. Once the gaps had been identified, the digital game ‘PÁTRIAS Escape’ was developed, with the aim of encouraging students to understand how the structure of disinformation operates on digital platforms, as well as to acquire new knowledge and skills, with a view to more conscious digital consumption and a more active and responsible attitude in the information environment. The challenges were designed to enable students to come into contact with publications containing disinformation related to immigration, duly verified by fact-checking agencies, as well as theoretical content on the subject. The results revealed the game's significant effectiveness in improving media literacy in the group analysed, demonstrating the viability of the proposal.
This study addresses the dissemination of misinformation in digital content related to immigration in Portugal, with the aim of identifying possible gaps in the media literacy of university students and, thus, presenting a proposal for educational intervention aimed at promoting media literacy and stimulating critical reflection. Historically, Portugal is recognised as a country with intense migratory flows (Carvalho, 2024), receiving 60,389 immigrants in 2022 alone, a figure almost twenty times higher than ten years ago (PORDATA, 2023). However, in 2019, the Annual Report of the Commission for Equality and Against Racial Discrimination (CICDR) highlighted that the second largest reason for complaints of xenophobia (11.7%) was associated with the media and social networks (Casa do Brasil, 2020). Based on theoretical perspectives (Ferrés et al., 2012, Recuero, 2024, Wardle & Derakshan, 2017), and considering the complexity and importance of the issue, an initial mapping of media literacy was carried out with a group of university students in order to understand their consumption habits regarding content on immigration on digital platforms. The initial mapping, as well as the verification of possible improvement after the application of the game, used the dimensions and indicators proposed by Ferrés & Piscitelli (2012) as parameters, which supported the collection of data during the application of pre- and post-evaluation surveys, which revealed, above all, the students' difficulties in analysing digital content in the context of disinformation. Once the gaps had been identified, the digital game ‘PÁTRIAS Escape’ was developed, with the aim of encouraging students to understand how the structure of disinformation operates on digital platforms, as well as to acquire new knowledge and skills, with a view to more conscious digital consumption and a more active and responsible attitude in the information environment. The challenges were designed to enable students to come into contact with publications containing disinformation related to immigration, duly verified by fact-checking agencies, as well as theoretical content on the subject. The results revealed the game's significant effectiveness in improving media literacy in the group analysed, demonstrating the viability of the proposal.
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Palavras-chave
Desinformação Literacia Mediática Imigração Aprendizagem Baseada em Jogos