DIGITAL MISINFORMATION AND PEDAGOGICAL AUTHORITY: THE CHALLENGES OF TEACHING PRACTICE IN THE FACE OF FAMILY INTERFERENCE BASED ON FAKE NEWS

Abstract

The proliferation of fake news on digital platforms reconfigures the relationships between family, school, and scientific knowledge, placing teachers' pedagogical authority under dispute. This study examines the challenges that digital disinformation, disseminated and assimilated within family contexts, imposes on teaching practice in Brazilian basic education. The research adopts a qualitative approach of a basic nature, employing systematic bibliographic review procedures and documentary analysis of specialized publications on disinformation, media education, and teacher training. The results identify four recurring patterns: the arrival of disinformation at school through students and direct family interference; the progressive erosion of pedagogical authority through the accumulation of daily conflicts; the absence of institutional support strategies for teachers; and gaps in initial and continuing teacher education for addressing the phenomenon. The study concludes that preserving pedagogical authority in the face of family disinformation requires responses that articulate teacher education, media literacy curricula, and institutional conflict management protocols, without which the school remains exposed to disinformative interference that compromises its formative function. Future research should prioritize qualitative studies with practicing teachers, comparative analyses across school contexts, and longitudinal evaluations of media literacy programs, producing empirical evidence that the current national literature does not yet offer. The broader implication of the findings points to the school as the institution best positioned to develop, in citizens, the critical capacity to navigate the contemporary informational environment, a function that depends directly on the structural conditions available to teachers in their daily practice.