ALFABETIZACIÓN DIGITAL DE LOS JÓVENES Y EDUCACIÓN PARA LA CIUDADANÍA: ALGO MÁS QUE "ESTAR EN LÍNEA

Autores/as

  • Angélica Monteiro Universidade do Porto
  • Elsa Guedes Teixeira Universidade do Porto
  • Carlinda Leite Universidade do Porto
  • Rita Barros Universidade do Porto e RECI/Instituto Piaget
  • Preciosa Fernandes Universidade do Porto
  • Filipa Soares Universidade do Porto

DOI:

https://doi.org/10.25112/rco.v2.2991

Palabras clave:

Alfabetización Digital, Ciudadanía Digital, Jóvenes

Resumen

Los efectos de las crisis pandémicas en la educación han puesto de manifiesto las desigualdades sociales en el ámbito juvenil, pero también han brindado la oportunidad de repensar las exigencias de la educación en un mundo cada vez más digital. Enmarcado en las políticas de juventud y en las 3 áreas de la Ciudadanía Digital definidas por el Consejo de Europa - estar en línea, bienestar en línea y derechos en línea - el presente estudio explora las políticas y prácticas en la educación de la ciudadanía y alfabetización digital de los jóvenes, con el objetivo de responder a las siguientes preguntas ¿Cuáles son los aspectos de la educación para la ciudadanía digital? ¿Cómo perciben los profesores y los responsables de los centros escolares las prácticas relacionadas con los jóvenes y la alfabetización mediática e informacional? ¿Cuáles son los principales retos de la digitalización en relación con la justicia social para los jóvenes en situación de vulnerabilidad? Los datos se recogieron mediante un cuestionario enviado en 2020 a 120 profesores y directores de centros escolares de Portugal, Bulgaria y Turquía, complementado con un análisis documental. Los resultados permiten identificar las principales vertientes de la ciudadanía digital en la educación y los retos de la educación para la ciudadanía digital. A pesar de la tendencia de las políticas y proyectos europeos hacia una mayor emancipación y empoderamiento de los jóvenes, los profesores y líderes escolares describieron prácticas que tienen aspectos de carácter más normativo. Las conclusiones apoyaron la propuesta de un modelo basado en un enfoque crítico con el objetivo de sostener prácticas digitales más inclusivas y emancipadoras, que favorezcan mayores condiciones de justicia social.

Biografía del autor/a

Angélica Monteiro, Universidade do Porto

Doutora em Ciências da Educação pela Universidade do Porto (Porto/Portugal). Investigadora no CIIE da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (Porto/Portugal). E-mail: armonteiro@fpce.up.pt. Orcid: https://orcid.org/0000-0002-1369-3462

Elsa Guedes Teixeira, Universidade do Porto

Doutora em Ciências da Educação pela Universidade do Porto (Porto/Portugal). Investigadora no CIIE da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (Porto/Portugal). E-mail: elsateixeira@fpce.up.pt. Orcid: https://orcid.org/0000-0002-6851-7263

Carlinda Leite, Universidade do Porto

Doutora em Ciências da Educação pela Universidade do Porto (Porto/Portugal). Professora Emérita e Investigadora no CIIE da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (Porto/Portugal). E-mail: carlinda@fpce.up.pt. Orcid: https://orcid.org/0000-0001-9960-2519

Rita Barros, Universidade do Porto e RECI/Instituto Piaget

Doutora em Educação pela Universidade de Santiago de Compostela (Santiago de Compostela/Espanha). Professora Coordenadora no Instituto Piaget (Almada/Portugal). E-mail: rita.barros@ipiaget.pt. Orcid: https://orcid.org/0000-0002-3596-9992

Preciosa Fernandes, Universidade do Porto

Doutora em Ciências da Educação pela Universidade do Porto (Porto/Portugal). Professora Associada e Investigadora no CIIE da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (Porto/Portugal). E-mail: preciosa@fpce.up.pt. Orcid: https://orcid.org/0000-0002-4318-3308

Filipa Soares, Universidade do Porto

Licenciada em Psicologia pela Universidade do Porto (Porto/Portugal). Estudante de doutoramento da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (Porto/Portugal). E-mail: up199804507@edu.fpce.up.pt. Orcid: https://orcid.org/0000-0003-2416-0001

Citas

ARENDESE, A.; SMITH, J. Economic transformation and emancipation through active citizenship education. Bulgarian Comparative Education Society Conference Books, v. 16 n. 6, p. 45–51, jun. 2018. Available at: https://files.eric.ed.gov/fulltext/ED586145.pdf. Accessed on: 15 Jan. 2020.

ATKINSON, P.; DELAMONT, S. In the roiling smoke: Qualitative inquiry and contested fields. International Journal of Qualitative Studies in Education, v. 19, n. 6, p. 747–755. 2006. Available at: https://doi.org/10.1080/09518390600975974. Accessed on: 13 Oct. 2019.

BALL, S. Education, justice and democracy: the struggle over ignorance and Opportunity. London: Centre for Labour and Social Studies (Class), 2013. 45 p. Available at: http://classonline.org.uk/docs/2013_Policy_Paper_-_Education,_justice_and_democracy_(Stephen_Ball).pdf. Accessed on: 1 Jul. 2019.

BAŞARMAK, U.; YAKAR, H.; GÜNEŞ, E.; KUŞ, Z. Analysis of digital citizenship subject contents of secondary education curricula. Turkish Online Journal of Qualitative Inquiry, v. 10, n. 1, p. 26-51. 2019.

BERNSTEIN, B. Pedagogy, symbolic control and identity: theory, research and critique. Bristol: Taylor and Francis, 1996.

BISHOP, E.; BITTNER, M. Pedagogy with purpose: engaging students with foreign policy issues. Childhood Education, v. 94, n. 4, p. 14-21, Jul. 2018. Available at: https://doi.org/10.1080/00094056.2018.1494428. Accessed on: 23 Jun. 2019.

BRAUN, V.; CLARKE, V. Using thematic analysis in psychology. Qualitative Research in Psychology, v. 3, n. 2, p. 77-101, 2006. Available at: https://doi.org/10.1191/1478088706qp063oa. Accessed on: 01 Jun. 2019.

CONNELL, R. Just education. Journal of Education Policy, v. 27, n. 5, p. 681-683, Aug. 2012. Available at: https://doi.org/10.1080/02680939.2012.710022. Accessed on: 19 Aug. 2020.

COUNCIL OF EUROPE. Recommendation CM/Rec (2019)10 of the Committee of Ministers to member States on developing and promoting digital citizenship education. In: Committee of Ministers. Council of Europe. Strasbourg, 21 Nov. 2019a. Available at: https://search.coe.int/cm/Pages/result_details.aspx?ObjectID=090000168098de08. Accessed on: 18 May 2020.

COUNCIL OF EUROPE. Handbook of digital citizenship education: being online, well-being online, rights online. Strasbourg: Council of Europe, 2019b. 24 p. Available at: https://rm.coe.int/168093586f. Accessed on: 10 Jun. 2019.

COUNCIL OF EUROPE. Resolution of the Council of the European Union and the representatives of the governments of the member states meeting within the Council on a framework for European cooperation in the youth field: the European Union youth strategy 2019-2027 (2018/C 456/01). EUR-Lex, Strasbourg, 18 Dec. 2018. Available at: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A42018Y1218%2801%29. Accessed on: 8 May 2021.

CRAHAY, M. L’école peut-elle-être juste et efficace? De l’égalité des chances à l’égalité des acquis. Belgium: De Boeck, 2000. 17 p.

DENZIN, N. K.; LINCOLN, Y. S. The SAGE handbook of qualitative research. 5th ed. Los Angeles: SAGE, 2018. 992 p.

DUBET, F. Repensar la justicia social: contra el mito de la igualdad de oportunidades. Buenos Aires: Siglo XXI, 2014. 127 p.

EMEJULU, A.; MCGREGOR, C. Towards a radical digital citizenship in digital education. Critical Studies in Education, v. 60, n. 1, p. 131–147, 2019. Available at: https://doi.org/10.1080/17508487.2016.1234494. Accessed on: 10 May. 2020.

EUROPEAN COUNCIL. Lisbon European council: presidency conclusions. Strasbourg: Council of Europe, 2000. Available at: http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/ec/00100-r1.en0.htm. Accessed on: 05 May. 2021.

EUROPEAN UNION; COUNCIL OF EUROPE. Social inclusion, digitalisation and young people. Strasbourg: Council of Europe, 2020. 94 p. Available at: https://pjp-eu.coe.int/documents/42128013/47261953/053120+Study+on+SID+Web.pdf/0057379c-2180-dd3e-7537-71c468f3cf9d. Accessed on: 10 Jun. 2021.

GAZI, Z. Internalization of digital citizenship for the future of all levels of education. Education and Science, v. 41, n. 186, p. 137-148, Sep. 2016. Available at: https://www.proquest.com/openview/d888d34402f1b266a0433b06e07a0558/1. Accessed on: 28 Mar. 2019.

GHOSN-CHELALA, M. Exploring sustainable learning and practice of digital citizenship: education and place-based challenges. Education, Citizenship and Social Justice, v. 14, n. 1, p. 40–56, Mar. 2019. Available at: https://doi.org/10.1177/1746197918759155. Accessed on: 02 Jun. 2019.

GLEASON, B.; VON GILLERN, S. Digital citizenship with social media: participatory practices of teaching and learning in secondary education. Educational Technology and Society, v. 21, n. 1, p. 200-212, Jan. 2018.

HEATH, M. K. What kind of (digital) citizen? A between-studies analysis of research and teaching for democracy. The International Journal of Information and Learning Technology, v. 35, n. 5, p. 342-356, Nov. 2018.

KELLY, P. Digital technical tools, skills and competences supporting teaching and learning. European Education Policy Network (EEPN), 2020. 19 p. Available at: https://educationpolicynetwork.eu/wp-content/uploads/2021/03/Deliverable-2_1-digital-tools-final-for-publication.pdf. Accessed on: 2 May 2020.

KIM, M.; CHOI, D. Development of youth digital citizenship scale and implication for educational setting. Educational Technology and Society, v. 2, n. 1, p. 155–171, Jan. 2018. Available at: http://www.jstor.org/stable/26273877. Accessed on: 11 May. 2021.

LEITE, C.; SAMPAIO, M. Autoavaliação e justiça social na avaliação das escolas em Portugal. Cadernos de Pesquisa, v. 50, n. 177, p. 660–678, Jul./Sep. 2020. Available at: http://publicacoes.fcc.org.br/index.php/cp/article/view/6835. Accessed on: 10 Dec. 2020.

LONG-SUTEHALL, T.; SQUE, M.; ADDINGTON-HALL, J. Secondary analysis of qualitative data: a valuable method for exploring sensitive issues with an elusive population? Journal of Research in Nursing, v. 16, n. 4, p. 335-344, Jul. 2011. Available at: https://doi.org/10.1177/1744987110381553. Accessed on: 13 Apr. 2020.

LYNCH, K.; BAKER, J. Equality in education: an equality of condition perspective. Theory and Research in Education, v. 3, n. 2, p. 131-164, Jul. 2005. Available at: https://doi.org/10.1177/1477878505053298. Accessed on: 15 Apr. 2020.

MACEDO, E.; ARAÚJO, H. C. Young Portuguese construction of educational citizenship: commitments and conflicts in semi-disadvantaged secondary schools. Journal of Youth Studies, v. 17, n. 3, p. 343-359, 2014. Available at: https://doi.org/10.1080/13676261.2013.825707. Accessed on: 29 Jan. 2019.

MAGALHÃES, A. M.; STOER, S. R. A diferença somos nós: a gestão da mudança social e as políticas educativas e sociais. Porto: Edições Afrontamento, 2005. 180 p.

MITCHELL, L. Beyond digital citizenship. Middle Grades Review, v. 1, n. 3, 2016. Available at: http://scholarworks.uvm.edu/mgreview/vol1/iss3/3. Accessed on: 15 Apr. 2016.

NOWELL, L. S.; NORRIS, J. M.; WHITE, D. E.; MOULES, N. J. Thematic analysis: striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, v. 16, n. 1, p. 1-13, Dec. 2017. Available at: https://doi.org/10.1177/1609406917733847. Accessed on: 12 Aug. 2018.

PANTIĆ, N. A model for study of teacher agency for social justice. Teachers and Teaching: Theory and Practice, v. 21, n. 6, p. 759-778, 2015. Available at: https://doi.org/10.1080/13540602.2015.1044332. Accessed on: 15 Aug. 2020.

PEDERSEN, A.; NØRGAARD, R.; KÖPPE, C. Patterns of inclusion: fostering digital citizenship through hybrid education. Educational Technology and Society, v. 21, n. 1, p. 225–236, Jan. 2018. Available at: https://www.jstor.org/stable/26273882?seq=1#metadata_info_tab_contents. Accessed on: 28 Mar. 2022.

PRIESTLEY, M.; BIESTA, G. J.; ROBINSON, S. Teacher agency: what is it and why does it matter? In: KNEYBER, René; EVERS, Jelmer (Eds.). Flip the system: changing education from the bottom up. London: Routledge, 2015. p. 134-148.

RIBEIRO, A. B.; RODRIGUES, M.; CAETANO, A.; PAIS, S.; MENEZES, I. Promoting “active citizens”? The critical vision of NGOS over citizenship. International Journal of Progressive Education, v. 8, n. 3, p. 32– 47, Oct. 2012.

ROSS, A. Education for active citizenship: practices, policies, promises. International Journal of Progressive Education, v. 8, n. 3, p. 7–14, Oct. 2012.

ROSS, A. Multiple identities and education for active citizenship. British Journal of Educational Studies, v. 55, n. 3, p. 286-303, Sep. 2007.

RUGGIANO, N.; PERRY, T. E. Conducting secondary analysis of qualitative data: should we, can we, and how? Qualitative Social Work, v. 18, n. 1, p. 81-97, Jan. 2019. Available at: https://doi.org/10.1177/1473325017700701. Accessed on: 19 Aug. 2019.

SAMPAIO, M.; LEITE, C. From curricular justice to educational improvement: what is the role of schools’ self-evaluation? Improving Schools, v. 20, n. 1, p. 62-75, Mar. 2017. Available at: https://doi.org/10.1177/1365480216688553. Accessed on: 3 Sep. 2018.

SANTOS, B. A crítica da razão indolente: contra o desperdício da experiência. Porto: Edições Afrontamento, 2000. 415 p.

SOARES, F.; LOPES, A. Active citizenship skills and active digital citizenship skills in teaching and learning in the digital age. European Education Policy Network (EEPN), 2020. Available at: https://educationpolicynetwork.eu/research/research-year-two/. Accessed on: 12 Jun. 2020.

UNESCO. Global citizenship education: topics and learning objectives. Paris: UNESCO, 2015. 71 p. Available at: https://en.unesco.org/news/global-citizenship-education-topics-and-learning-objectives. Accessed on: 10 Jun. 2020.

WRIGHT, S. Digital citizenship: the internet, society, and participation, by Karen Mossberger, Caroline J. Tolbert, and Ramona S. McNeal. Journal of Information Technology and Politics, v. 5, n. 2, p. 262-264, 2008. Available at: https://doi.org/10.1080/19331680802290972. Accessed on: 15 Jun. 2020.

YOUNG, M. Bringing knowledge back in from social constructivism to social realism in the sociology of education. London: Routledge, 2008. 272 p.

YOUNG, M. Por que o conhecimento é importante para a escola do século XXI? Cadernos de Pesquisa, v. 46, n. 159, p. 18-37, Jan/Mar. 2016. Available at: https://doi.org/10.1590/198053143533. Accessed on: 14 jun. 2020.

Publicado

2022-08-22

Cómo citar

Monteiro, A., Guedes Teixeira, E., Leite, C., Barros, R., Fernandes, P., & Soares, F. (2022). ALFABETIZACIÓN DIGITAL DE LOS JÓVENES Y EDUCACIÓN PARA LA CIUDADANÍA: ALGO MÁS QUE "ESTAR EN LÍNEA . Revista Conhecimento Online, 2, 89–107. https://doi.org/10.25112/rco.v2.2991