THE CONCEPTUALIZATION OF FAKE NEWS AS EVIDENCE OF SOCIAL COGNITION

Abstract

This present work engages in the discussion of understanding human language in its individual and social dimensions, addressing the ontological and biological as well as social aspects of cognition. Cognitive Linguistics, since its inception, positions language as inherently linked to other sociocognitive processes such as interaction and perspectivation. Morato (2019a) identifies challenges in cognitive research, including overcoming naturalism, the relationship between language and cognition, and interdisciplinary approaches. Michael Tomasello (2003, 2019) stands out in this field by exploring the ontogeny of human psychology and its relation to social and cultural aspects. In light of this, this article aims to demonstrate, based on sociocognitive studies, the construction of the "fake news" frame as evidence of social cognition. The research focuses on comments from the online course "Digital Citizenship and Critical Reading," available on the TEC Classroom Portal, offered to elementary school teachers between 2018 and 2021. These comments provide a valuable perspective on how social cognition influences the understanding and dissemination of the concept of "fake news," indicating that the comprehension of this phenomenon is influenced by cooperation, perspectivation, and individual and social experiences.