At a time when the global scenario is crossed by international conflicts in different regions and the rapid spread of news, the classroom occupies a strategic place for the interpretation of current-day geopolitical events.
To deal with this context, the Fundação Bradesco school, in Osasco (SP), created the ‘Argumenta aí’ project, focused on transforming the flow of information into solid knowledge for high school students.
Education and media literacy
The initiative responds to the urgent need for media literacy. The senior manager of secondary education at Fundação Bradesco, Leonardo Monteiro, highlights that debating current topics in the classroom is essential for the formation of . “They need to be able to analyze information, recognize different points of view and build informed positions.”
From repertoire to writing
In the project, students develop, throughout the school year, a repertoire notebook. The material brings together journalistic, literary and philosophical texts that serve as a basis for building arguments based on reliable sources.
In addition to preparing for the present and social issues, the practice is aimed at preparing the ENEM essay.
In text production classes, the methodology includes:
- Media analysis: study of news, reports and opinion articles to identify the construction of arguments.
- Verification: techniques to distinguish reliable sources from fake news.
- Cross-cutting themes: debates on combating racism, women in science and the conscious use of social networks.
Role of the school in the digital age
The project’s pedagogical proposal seeks to integrate these themes into the curriculum to broaden young people’s worldview.
In a digital environment where the circulation of content is intense, it assumes the role of mediator of criticality. “Initiatives like this help students transform information into knowledge and position themselves critically and responsibly in society”, highlights Monteiro.
By connecting major world events with academic practice, the institution reinforces that media education and critical thinking are fundamental pillars so that the student is not just a spectator, but an agent capable of interpreting and acting in their own reality.
