Digital literacy is a central topic to foster the development of knowledge, skills, and attitudes to provide an essential framework for critical lifelong engagement with platforms, yet one that has been mainly debated in the Global North countries. Against this background, this article focuses on Brazil, subject of an ongoing project. It emphasizes the agency of young people to play a multi-disciplinary role to curb disinformation at the school level. It poses the following research question: how can educators design digital literacies pedagogical approaches in order to curb disinformation? First, the paper seeks to overcome the current academic disregard for the exploration of peripheral ways of using and understanding digital literacies, while designing critical pedagogies that constitute frameworks beyond Western Europe and the US. Second, the article seeks to break through the silos of academic disciplines currently looking at digital literacy based on technological solutionism. The article calls for a threefold research agenda: digital literacy by definition (to foster awareness and basic understanding of platform society), digital literacy by critical pedagogy (critical understanding of the social, economic, cultural and technical aspects of platforms), and digital literacy by co-creation (to achieve personal and civic goals with the help of others). In doing so, this article designs pluriversal paths beyond data universalism, mainly situating contextual inequalities, socio-cultural nuances and disinformation ecosystem at the school level in Brazil, while avoiding a one-dimensional view of the world.