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Combate à desinformação nas iniciativas de literacia digital para adultos em Portugal
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O presente trabalho de dissertação, realizado no âmbito do Mestrado em Educação e
Tecnologias Digitais, teve como objetivo investigar as iniciativas de literacia digital para
adultos em Portugal, e o modo como consideram o combate à desinformação. O estudo
procurou compreender de que forma essas iniciativas abordam o tema das informações
falsas, identificar as práticas formativas adotadas para capacitar os adultos na identificação
e combate à desinformação, e explorar a perceção dos formandos sobre a eficácia dessas
formações. A investigação adotou uma metodologia qualitativa, concretizada através de
pesquisa e análise documental de informação sobre iniciativas de literacia digital em Portugal
disponível em páginas web e da realização de entrevistas semiestruturadas a formadores,
complementadas por entrevistas de grupo focal com formandos. A pesquisa e análise
documental permitiu desenvolver o mapeamento de ofertas formativas disponíveis em
Portugal neste domínio. As entrevistas a formadores visaram compreender as estratégias
pedagógicas utilizadas para combater a desinformação, bem como os principais desafios na
implementação dessas ações. As entrevistas de grupo focal com os formandos captaram as
suas perceções acerca da utilidade das formações neste domínio e a sua capacidade de
lidar com a desinformação no seu quotidiano. Os resultados indicam que a maioria das
iniciativas de literacia digital contra a desinformação são oferecidas em formato online, com
apenas uma oferta presencial localizada em Lisboa. A centralização geográfica da formação
presencial e a prevalência de cursos online levantam desafios em termos de acessibilidade,
sobretudo para adultos em regiões periféricas ou com menor literacia digital. Foi também
identificada a necessidade de uma abordagem mais inclusiva, que vá além da utilização
funcional de ferramentas digitais de verificação da informação, e promova o desenvolvimento
de competências reflexivas e analíticas entre os formandos. Em conclusão, para responder
aos desafios colocados pela desinformação, é essencial diversificar e expandir as ofertas de
literacia digital, com especial atenção para as populações mais vulneráveis e regiões menos
servidas por iniciativas presenciais. Recomenda-se, também, a atualização sistemática dos
conteúdos formativos, de modo a acompanhar as novas formas de desinformação, como os
deepfakes e outros fenómenos emergentes.
The aim of this dissertation, carried out as part of the Master's programme in Education and Digital Technologies, was to investigate digital literacy initiatives for adults in Portugal, and how they consider combating disinformation. The study sought to understand how these initiatives address the issue of false information, to identify the training practices adopted to empower adults to identify and combat disinformation, and to explore trainees' perceptions of the effectiveness of these training programmes. The research adopted a qualitative methodology, carried out through research and documentary analysis of information on digital literacy initiatives in Portugal available on websites and semi-structured interviews with trainers, complemented by focus group interviews with trainees. The documentary research and analysis made it possible to map the training offers available in Portugal in this field. The interviews with trainers aimed to understand the pedagogical strategies used to combat disinformation, as well as the main challenges in implementing these actions. Focus group interviews with trainees captured their perceptions of the usefulness of training in this field and their ability to deal with disinformation in their daily lives. The results indicate that the majority of digital literacy initiatives against disinformation are offered online, with only one face-to-face offer located in Lisbon. The geographical centralisation of face-to-face training and the prevalence of online courses raise challenges in terms of accessibility, especially for adults in peripheral regions or those with lower digital literacy. The need for a more inclusive approach was also identified, which goes beyond the functional use of digital information verification tools and promotes the development of reflective and analytical skills among trainees. In conclusion, in order to respond to the challenges posed by disinformation, it is essential to diversify and expand digital literacy offers, with special attention to the most vulnerable populations and regions less served by face-to-face initiatives. It is also recommended that training content be systematically updated to keep up with new forms of disinformation, such as deepfakes and other emerging phenomena.
The aim of this dissertation, carried out as part of the Master's programme in Education and Digital Technologies, was to investigate digital literacy initiatives for adults in Portugal, and how they consider combating disinformation. The study sought to understand how these initiatives address the issue of false information, to identify the training practices adopted to empower adults to identify and combat disinformation, and to explore trainees' perceptions of the effectiveness of these training programmes. The research adopted a qualitative methodology, carried out through research and documentary analysis of information on digital literacy initiatives in Portugal available on websites and semi-structured interviews with trainers, complemented by focus group interviews with trainees. The documentary research and analysis made it possible to map the training offers available in Portugal in this field. The interviews with trainers aimed to understand the pedagogical strategies used to combat disinformation, as well as the main challenges in implementing these actions. Focus group interviews with trainees captured their perceptions of the usefulness of training in this field and their ability to deal with disinformation in their daily lives. The results indicate that the majority of digital literacy initiatives against disinformation are offered online, with only one face-to-face offer located in Lisbon. The geographical centralisation of face-to-face training and the prevalence of online courses raise challenges in terms of accessibility, especially for adults in peripheral regions or those with lower digital literacy. The need for a more inclusive approach was also identified, which goes beyond the functional use of digital information verification tools and promotes the development of reflective and analytical skills among trainees. In conclusion, in order to respond to the challenges posed by disinformation, it is essential to diversify and expand digital literacy offers, with special attention to the most vulnerable populations and regions less served by face-to-face initiatives. It is also recommended that training content be systematically updated to keep up with new forms of disinformation, such as deepfakes and other emerging phenomena.
Descrição
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Literacia digital Notícias falsas Desinformação Educação de adultos - Portugal Tecnologias digitais Dissertações de mestrado - 2024