Whatsapp and fake news in english teaching at a public school in the countryside of cearÁ state

Abstract

In the scope of the Applied Linguistics according to Moita Lopes, the aim of this article is to interpret the effects of a teaching practice carried out with students with English learning difficulties in the first year of secondary education at a public school in the state of Ceará, Brazil. The teaching practice was planned according to the pedagogy of multiliteracies and following interactive principles underlying WhatsApp group communication. Four activities promoted the contact with diverse texts about fake news in the digital sphere. The analysis of WhatsApp interaction pointed to learnings of communicative and technological nature, enabling the development of students' critical awareness in relation to the means of production and circulation of information. It is concluded that school literacies can be promoted through English teaching that integrates social networks and controversial themes in meaning production practices with public school students.