The rapid evolution of artificial intelligence has intensified the challenges related to building trust in the digital environment regarding what is true and what is not. Against this backdrop, Francisco Tupy, who holds a Ph.D. from the University of São Paulo, warned about the growing use of deepfakes in everyday situations during a lecture at Bett Brasil 2026.

The researcher pointed out that there are already accounts that recreate interviews with deceased individuals or use manipulated images to comment on current events, thereby expanding the reach of misinformation.

“Today, we’re not just talking about image manipulation. Voices can also be cloned and altered, which can put anyone in an embarrassing situation,” he explained.

According to Tupy, the very concept of deepfake has been expanding and, in some contexts, is beginning to be replaced by “synthetic experiences, ” reflecting the technological advances that make it possible to recreate not only faces and speech, but entire experiences.

He cites, for example, prototypes of multisensory realities capable of simulating physical sensations. “There are already technologies where you can eat a rice cracker and taste hazelnut cream. This shows the level of immersion we’re achieving,” he said.

Despite today’s sophistication, Tupy points out that image manipulation is not a new phenomenon. He cites historical examples, such as the alterations made by Getúlio Vargas to official photographs or the removal of political figures from photos of Joseph Stalin in the 1920s.

The difference, according to him, lies in the scale and speed. “What used to require time and skill can now be done automatically in a matter of minutes.”

A crisis of confidence and its direct impact on education

The advancement of these technologies has led to what Tupy describes as a crisis of trust. “Reality can be manufactured. Trust cannot,” he said. In practice, this is reflected in an environment where false content gains credibility, while truthful information comes to be questioned.

The researcher points out that this scenario directly impacts the dynamics of the school environment. “The absurd begins to be accepted, and the obvious is called into question. Authority is called into question, students lose trust, and teachers lose their authority,” he said.

Francisco Tupy during a panel discussion at Arena Startups. Photo: Bett Brasil.

Given this context, he argues that the solution lies not in banning the technology, but in building knowledge about it. “If we don’t make understanding of these tools more accessible to everyone, we will become increasingly vulnerable,” he warned.

Tupy recommends addressing this topic in schools through constructive dialogue, teaching students to evaluate the available content through informed discussion, assessments, and a timeline of the material presented, thereby fostering students’ sense of inquiry.

Pathways: Education, Governance, and Responsible Use

To address this situation, it is essential to establish governance and a strategy for the use of this type of artificial intelligence, so that this technology can also benefit society.

Among the possible solutions, he cites the use of technologies such as NFTs (an acronym for Non-Fungible Token) for image authentication and the development of “digital twins” for positive applications, such as remote health monitoring.

However, he emphasizes that education remains the primary solution. “Digital literacy needs to improve. We need to teach students to analyze the content they consume, understand who produced it, how it was produced, and with what intent,” he explained.

Tupy issued a clear warning: technology will continue to advance, but the ability to interpret and trust information will depend more and more on each individual’s education.

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