Critical media literacy in teaching of Law

Abstract

The paradox that represents dis/information caused by the existence of fake news in the network of networks turns to be a problematic issue that deserves an analysis from the approach of Social Sciences. The present works aims to argue the impact of the media literacy on the Law teaching, from the framework of critical legal theory. Hence, this article offers a literature review that proposes critical media literacy as an alternative to lessen the impact of fake news and therefore to contribute to the critical consumption of information available in Internet, from an educative perspective. It emphasizes on the relevance of the social dimension of Law and legal reasoning in the probative context. This approach is instrumental in the understanding that training jurists in digital environments implies giving him/her certain tools and skills, so that he/she develop legal reasoning, and in turn the argumentative practice of Law is translational to the critical evaluation of news at Internet. Finally, this paper proposes a set of assessment´s skills for online information, which includes: spatial and temporal location of information; cause and effect relation; contextualization; sources identification, data and evidence contrasting; and critical judgment of the information.