Abstract:

Citizens must be well-equipped with a plethora of emancipatory, and critical skills to exercise some central human rights from a civic perspective. For this purpose, UNICEF points out the importance of Media Education, and the address of cultural, cognitive, and ethical issues. In particular, the absence of a critical and ethical dimension related to disinformation is one of the challenges of educommunication in the digital age. Therefore, the need to explore in greater depth teachers' perceptions on disinformation, and its influence on Civic Education is recognised. The aim of the research is to analyse the perceptions of Primary Education teachers on disinformation, and its influence on Civic Education in Spain. A mixed methodological approach study was designed with an online questionnaire that was answered by 28 Primary Education teachers. The results reflect the need to promote the education of students and teachers in the field of disinformation from an eminently ethical and civic perspective. Furthermore, a large percentage of teachers have not received training in Media Education, specifically on disinformation, in the last five years, hence a strong demand for more training on disinformation on a regular, specific, objective, ethical and civic basis, focused on audiovisual content and aimed at equipping students with the necessary skills to detect and act against disinformation in their daily lives. The need for an emancipatory literacy that promotes responsible, participatory, and civic digital citizenship is underlined as one of the socio-cultural urgencies of the 21st century.

Keywords:

Media and Information Literacy, Media Education, Disinformation, Civic Education, Teachers.