Fake news no ensino de Matemática: concepções de futuros professores de Matemática

Abstract

The problem related to fake news is being intensified in the current scenario. Along with this, mathematical and statistical arguments have been used as tools to increase the credibility of information spreading. Given the above, what relationships can be established between fake news and Mathematics teaching? Education, especially Mathematics Education, contributes to the critical thinking of people with respect to the understanding of data that are often disseminated with errors, misunderstandings or manipulations. Thus, this research refers to the Conclusion Work of undergraduate course in Mathematics - Licenciatura Degree, of the Institute of Exact and Natural Sciences of Pontal (ICENP), of the Federal University of Uberlandia (UFU), which aims to describe the discourses expressed by future Mathematics professors on fake news and their perspectives on the teaching of Mathematics. As a methodological path, we opted for the qualitative theoretical-methodological approach, supported by single interviews and discursive textual analysis for the data analysis. From the reading and reflection of the transcription and review of the interviews, two emerging categories were posteriori, which pointed out possibilities and difficulties in the treatment of fake news through the teaching of Mathematics in the school environment. The possibilities were related to mathematical contents and the use of journalistic texts or videos, while the difficulties turned to the space given by schools to work with this issue and to the training at the university that deals little on this subject.