Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus

Marcia Aparecida Amador Mascia

doi:doi:10.11648/j.edu.20231204.13

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Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus

Marcia Aparecida Amador Mascia

Published in Education Journal (Volume 12, Issue 4)

Received: 9 June 2023 Accepted: 28 June 2023 Published: 11 July 2023

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Abstract

The aim of this article is to discursively analyze the qualitative results of PISA (Programme for International Student Assessment) in order to better understand the educational context in Brazil referred to fake news and post democracy and to point out how these results can help us to undertake public policies to improve education issues in Brazil. Theoretically, we rely on the Foucauldian concept of discourse. The corpus consists of discourses of PISA in Focus, short texts available on the OECD website and also on INEP-Brazil on the qualitative results of the answers to the questionnaires applied to the students. For the analysis it was chosen PISA in Focus 113 that intended to answer the following question: Are 15-year-olds prepared to deal with fake news and misinformation? The analysis, conducted by discursive lenses, demonstrates the importance of understanding the order of fake news discourse by teachers in a way of providing students with mechanisms to distinguish between fake news and truths. We concluded that Brazil has yet a long way to advance in relation to other countries in terms of an education that enables students to distinguish between fake and true news. These results can help us to direct public policies to better prepare students for reading in the virtual world in a way to prepare them to be well-informed citizens and to preserve democratic values.

Published in	Education Journal (Volume 12, Issue 4)
DOI	10.11648/j.edu.20231204.13
Page(s)	130-135
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Education, Fake News, Discourse, Post-Democracy, PISA in Focus

References

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[5]	Márcia Aparecida Amador Mascia (2020b). Governmentality: The Notion of Progress in the Brazilian Political Educational Discourse. In: Fan, G., Popkewitz, T. S. (eds) Handbook of Education Policy Studies. V. 1. (p. 223-237) Springer, Singapore. https://doi.org/10.1007/978-981-13-8347-2_10.
[6]	Michel Foucault (1983) The subject and Power. In Dreyfus, H. L. & Rabinow, P. (Eds.) Michel Foucault, beyond structuralism and hermeneutics. (p. 208-226). Chicago: The University of Chicago Press.
[7]	Javier Suarez-Alvarez (2021). Are 15-year-olds prepared to deal with fake news and misinformation? PISA in Focus, No. 113, Paris OECD: Publishing. https://doi.org/10.1787/6ad5395e-en. Retrieved from: https://www.oecd.org/education/are-15-year-olds-prepared-to-deal-with-fake-news-and-misinformation-6ad5395e-en.htm#:~:text=PISA%20data%20shows%20that%2015, e.g.%20chats%20online%20versus%20emails).
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[10]	Lee Mcintyre (2018). Post-truth. Cambridge, MA: MIT Press.
[11]	Felipe Ceppas, Raquel Rodrigues Rocha (2019). Ensino de filosofia na era da pós-verdade. O que nos faz pensar 28 (45), (p. 288-301). https://doi.org/10.32334/oqnfp.2019n45a689.
[12]	Edson Tandoc. C., Lim, Zheng Wei & Ling, Richard (2017). ‘Defining “Fake News’. Digital Journalism 6 (2), 137–153. https://doi.org/10.1080/21670811.2017.1360143. Retrieved from: https://www.tandfonline.com/doi/full/10.1080/21670811.2017.1360143.
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[14]	Michel Foucault. (1997) The ethics of the concern of the self as a practice of freedom. In Rabinow, P. (Ed.) Ethics, Subjectivity and Truth. (p. 281-301). New York: The New Press.
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[16]	William Soares dos Santos, Mariarosaria de Simone. Popular Pedagogy in the Times of COVID-19: Digital School or Digital Culture. Education Journal. Vol. 11, No. 6, 2022, pp. 377-387. doi: 10.11648/j.edu.20221106.20.

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Marcia Aparecida Amador Mascia. (2023). Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus. Education Journal, 12(4), 130-135. https://doi.org/10.11648/j.edu.20231204.13

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Marcia Aparecida Amador Mascia. Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus. Educ. J. 2023, 12(4), 130-135. doi: 10.11648/j.edu.20231204.13

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AMA Style

Marcia Aparecida Amador Mascia. Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus. Educ J. 2023;12(4):130-135. doi: 10.11648/j.edu.20231204.13

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@article{10.11648/j.edu.20231204.13,
  author = {Marcia Aparecida Amador Mascia},
  title = {Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus},
  journal = {Education Journal},
  volume = {12},
  number = {4},
  pages = {130-135},
  doi = {10.11648/j.edu.20231204.13},
  url = {https://doi.org/10.11648/j.edu.20231204.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231204.13},
  abstract = {The aim of this article is to discursively analyze the qualitative results of PISA (Programme for International Student Assessment) in order to better understand the educational context in Brazil referred to fake news and post democracy and to point out how these results can help us to undertake public policies to improve education issues in Brazil. Theoretically, we rely on the Foucauldian concept of discourse. The corpus consists of discourses of PISA in Focus, short texts available on the OECD website and also on INEP-Brazil on the qualitative results of the answers to the questionnaires applied to the students. For the analysis it was chosen PISA in Focus 113 that intended to answer the following question: Are 15-year-olds prepared to deal with fake news and misinformation? The analysis, conducted by discursive lenses, demonstrates the importance of understanding the order of fake news discourse by teachers in a way of providing students with mechanisms to distinguish between fake news and truths. We concluded that Brazil has yet a long way to advance in relation to other countries in terms of an education that enables students to distinguish between fake and true news. These results can help us to direct public policies to better prepare students for reading in the virtual world in a way to prepare them to be well-informed citizens and to preserve democratic values.},
 year = {2023}
}

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Y1  - 2023/07/11
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Author Information

Marcia Aparecida Amador Mascia

Department of Education, Sao Francisco University (USF), Itatiba-SP, Brazil

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APA Style

Marcia Aparecida Amador Mascia. (2023). Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus. Education Journal, 12(4), 130-135. https://doi.org/10.11648/j.edu.20231204.13

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ACS Style

Marcia Aparecida Amador Mascia. Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus. Educ. J. 2023, 12(4), 130-135. doi: 10.11648/j.edu.20231204.13

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AMA Style

Marcia Aparecida Amador Mascia. Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus. Educ J. 2023;12(4):130-135. doi: 10.11648/j.edu.20231204.13

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@article{10.11648/j.edu.20231204.13,
  author = {Marcia Aparecida Amador Mascia},
  title = {Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus},
  journal = {Education Journal},
  volume = {12},
  number = {4},
  pages = {130-135},
  doi = {10.11648/j.edu.20231204.13},
  url = {https://doi.org/10.11648/j.edu.20231204.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231204.13},
  abstract = {The aim of this article is to discursively analyze the qualitative results of PISA (Programme for International Student Assessment) in order to better understand the educational context in Brazil referred to fake news and post democracy and to point out how these results can help us to undertake public policies to improve education issues in Brazil. Theoretically, we rely on the Foucauldian concept of discourse. The corpus consists of discourses of PISA in Focus, short texts available on the OECD website and also on INEP-Brazil on the qualitative results of the answers to the questionnaires applied to the students. For the analysis it was chosen PISA in Focus 113 that intended to answer the following question: Are 15-year-olds prepared to deal with fake news and misinformation? The analysis, conducted by discursive lenses, demonstrates the importance of understanding the order of fake news discourse by teachers in a way of providing students with mechanisms to distinguish between fake news and truths. We concluded that Brazil has yet a long way to advance in relation to other countries in terms of an education that enables students to distinguish between fake and true news. These results can help us to direct public policies to better prepare students for reading in the virtual world in a way to prepare them to be well-informed citizens and to preserve democratic values.},
 year = {2023}
}

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TY  - JOUR
T1  - Education, Fake News and Post-Democracy in Brazil: A Discursive Analysis of PISA in Focus
AU  - Marcia Aparecida Amador Mascia
Y1  - 2023/07/11
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231204.13
DO  - 10.11648/j.edu.20231204.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 130
EP  - 135
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231204.13
AB  - The aim of this article is to discursively analyze the qualitative results of PISA (Programme for International Student Assessment) in order to better understand the educational context in Brazil referred to fake news and post democracy and to point out how these results can help us to undertake public policies to improve education issues in Brazil. Theoretically, we rely on the Foucauldian concept of discourse. The corpus consists of discourses of PISA in Focus, short texts available on the OECD website and also on INEP-Brazil on the qualitative results of the answers to the questionnaires applied to the students. For the analysis it was chosen PISA in Focus 113 that intended to answer the following question: Are 15-year-olds prepared to deal with fake news and misinformation? The analysis, conducted by discursive lenses, demonstrates the importance of understanding the order of fake news discourse by teachers in a way of providing students with mechanisms to distinguish between fake news and truths. We concluded that Brazil has yet a long way to advance in relation to other countries in terms of an education that enables students to distinguish between fake and true news. These results can help us to direct public policies to better prepare students for reading in the virtual world in a way to prepare them to be well-informed citizens and to preserve democratic values.
VL  - 12
IS  - 4
ER  -

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