MEDIA LITERACY IN BASIC EDUCATION: PEDAGOGICAL STRATEGIES FOR DIGITAL CRITICAL READING

Abstract

This article discusses media literacy as a formative need in the context of basic education, with an emphasis on the critical reading of digital content. Given the intense circulation of information on virtual platforms and the constant exposure of children and adolescents to content mediated by algorithms, it is urgent to reflect on the role of schools in the formation of autonomous, ethical and critical readers. The research, of a bibliographic nature and qualitative approach, is based on authors who dialogue with the fields of language, education and technologies. The aim is to understand how pedagogical practices can articulate the use of digital technologies with didactic strategies that favor the conscious analysis of media discourses, combating misinformation practices and manipulative discourses. The study presents theoretical contributions and suggestions for practices that promote the development of interpretative skills in digital environments, valuing the role of the teacher as a mediator and organizer of formative experiences focused on digital citizenship. The proposal is structured based on interdisciplinary foundations and points out ways for the critical and creative insertion of media in teaching-learning processes.