<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152020000400085</article-id>
<article-id pub-id-type="doi">10.29352/mill0205e.07.00271</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios da desinformação e das fake news: estudo de caso com estudantes do ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges of misinformation and fake news: a case study with higher education students]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos de la desinformación y das noticias falsas: estudio de caso con estudiantes de educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Nídia Salomé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sobral]]></surname>
<given-names><![CDATA[Filomena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Educaçã ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<numero>esp5</numero>
<fpage>85</fpage>
<lpage>93</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152020000400085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152020000400085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152020000400085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Na era da digitalização a sociedade, a comunidade científica e os futuros profissionais de comunicação social enfrentam desafios perante o fenómeno globalizado das fake news. Como lidar com a desinformação e combater o fenómeno?  Objetivos: O principal objetivo da pesquisa descrita neste artigo foi entender a perceção que um grupo de alunos do ensino superior tem acerca das fake news e da desinformação online.  Métodos:  Trata-se de um estudo de caso que recorreu à aplicação de um questionário online e a um focus group para a recolha de informação. A amostra foi composta por 49 estudantes, do 2º ano, de um curso na área da Comunicação, no ano letivo de 2018/2019 e, para o focus group, foram selecionados 8 alunos.  Resultados:  Os resultados enfatizam que os alunos estão familiarizados com a noção de fake news e com o que parece motivar as pessoas a criá-las e divulgá-las. Eles também conhecem algumas características específicas desse tipo de notícia e podem identificar sites que geralmente publicam histórias falsas. Os participantes revelam que a maioria das notícias manipuladas encontradas são divulgadas nas redes sociais e sugerem que as notícias e informações em que mais confiam são aquelas que podem ser obtidas na imprensa, rádio e televisão.  Conclusões:  O estudo permitiu concluir que os alunos estão cientes do impacto negativo do fenómeno e que a educação é a melhor maneira de mitigar o impacto das fake news.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In the digital age, society, the scientific community and future media professionals meet challenges in the face of the globalized phenomenon of fake news. How to recognize them, deal with misinformation and combat the phenomenon?  Objectives: The main objective of the research described in this paper was to understand the perception that a group of higher education students have about fake news and online misinformation.  Methods:  This is a case study that used an online questionnaire and a focus group to collect information. The sample consisted of 49 students of the 2nd year of Media and Communication in the 2018/2019 school year and for the focus group 8 students were selected.  Results:  The results emphasize that students are familiar with the notion of fake news and what seems to motivate people to create and disseminate it. They also know some specific features of this kind of news and can identify websites that usually publish fake stories. Participants reveal that most of the manipulated news they find is disseminated on social media and suggests that the news and information they trust the most can be found in the press, radio and television.  Conclusions:  The study concluded that students are aware of the negative impact of the phenomenon and that education is the best way to mitigate the impact of fake news.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En la era de la digitalización, la sociedad y los futuros profesionales de los medios enfrentan desafíos ante el fenómeno globalizado de las noticias falsas. ¿Cómo lidiar con la información errónea y combatir el fenómeno?  Objetivos:  El objetivo principal de la investigación descrita en este artículo es comprender la percepción que tiene un grupo de estudiantes de educación superior sobre noticias falsas y desinformación en línea.  Métodos:  Este es un estudio de caso que utilizó un cuestionario en línea y un grupo focal para recopilar información. La muestra consistió en 49 estudiantes, del segundo año, del curso de Comunicación Social, en el año escolar 2018/2019 y para el grupo focal se seleccionaron 8 estudiantes.  Resultados:  Los resultados enfatizan que los estudiantes están familiarizados con la noción de noticias falsas y lo que parece motivar a las personas a crearlas y difundirlas. También conocen algunas características específicas de este tipo de noticias y pueden identificar sitios web que generalmente publican historias falsas. Los participantes revelan que la mayoría de las noticias manipuladas que encuentran se difunden en las redes sociales y sugieren que las noticias y la información en las que más confían se pueden encontrar en la prensa, la radio y la televisión.  Conclusiones:  El estudio concluyó que los estudiantes son conscientes del impacto negativo del fenómeno y que la educación es la mejor manera de mitigar el impacto de las noticias falsas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[fake news]]></kwd>
<kwd lng="pt"><![CDATA[desinformação]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Portugal]]></kwd>
<kwd lng="en"><![CDATA[fake news]]></kwd>
<kwd lng="en"><![CDATA[misinformation]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[Portugal]]></kwd>
<kwd lng="es"><![CDATA[noticias falsas]]></kwd>
<kwd lng="es"><![CDATA[desinformación]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[Portugal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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