Abstract:

In the UNESCO manual we find that Fake News is any type of content and/or practice that contributes to the increase of false, non-validated or non-transparent information that makes it difficult to know the facts (UNESCO, 2018). When studying disinformation, the European Commission (2018) pointed out the effects of creating and disseminating content through the act of sharing and commenting on social networks. Taddeo, Torres and Alvarado (2022) claim the existence of empirical evidence on the ease, speed and amplitude of the propagation of information disorder through social networks. We deal with two orders of displacements; the first displacement occurs in the field of production, since anyone with access to a computer and the Internet can be a content producer; the second displacement occurs in the field of mediations, since social media have intensified social networks. In this work, we propose to understand the development of educommunicative ecosystems as a strategy to combat Fakes News from the comparison between communicative ecosystem and educommunicative ecosystem, aiming to understand how an educommunicative practice can be thought of as a strategy to combat Fake News. Pedagogical practice is goal-oriented and based on knowledge related to a social practice. In this sense, an educommunicative pedagogical practice, like every pedagogical practice, presents intentionality and expectation. Pertinent to an educommunicative practice is the task of analyzing media-communication content, understanding the content production processes and increasing the communicative index of education and the educational index of communication. As a methodology, we seek to answer: what are communicative indices of education and educational indices of communication? How are communicative ecosystems different from educommunicative ecosystems? How do educommunicative pedagogical practices facilitate the fight against Fake News? How do these questions relate to each other? It seeks to demonstrate how educommunicative pedagogical practices can propose strategies to combat Fake News insofar as it enables the understanding of the differences between incorrect information, misinformation and bad information. As a result, we point out the understanding of the dynamics of social media and mediation relationships as a theoretical-practical field that we need to consider for the development of pedagogical practices that enable a citizen, critical, creative, collaborative and socially responsible education in times of digital culture.

References:
[1] EUROPEAN COMMISSION (Ed.) (2018). A multidimensional approach to disinformation. Report of the Independent High level group on fake news and online Disinformation. Publications Office of the European Union. https://doi.org/10.2759/0156
[2] TADDEO, G. ; TORRES, B. de F. ALVARADO, M. C. (2022) Creators and spectators facing online information disorder. Effects of digital content production on information skills. In Comunicar. N. 72, v. XXX, p.9-20. Available at https://www.revistacomunicar.com/index.php?contenido=detalles&numero=72&articulo=72-2022-01 Accessed on 12 July, 2023.
[3] UNESCO (2018). Journalism, fake news & disinformation: handbook for journalism education and training. France: Unesco. 129p. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000265552. Accessed on 12 July, 2023

Keywords:

Educommunicative pedagogical practice, educommunicative ecosystem, social media, fake news, digital culture.