EDUCATION TOWARDS LITERACY AND DIGITAL CITIZENSHIP OF YOUNG PEOPLE: BEYOND “BEING ONLINE”

Autores

  • 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

Palavras-chave:

Digital literacy, Digital citizenship, Young people

Resumo

The effects of the pandemic crises in education have revealed social inequalities in the youth field but have also provided an opportunity to rethink the demands of education in an increasingly digital world. Framed on youth policies and on the 3 areas of Digital Citizenship defined by the Council of Europe – being online, well-being online and rights online ­– the present study explores policies and practices in youth digital literacy and citizenship education, with the aim of answering the following questions: What are the strands of digital citizenship education? How do teachers and school leaders perceive practices regarding young people and media and information literacy? What are the main challenges of digitalisation regarding social justice for young people facing vulnerable situations? Data were collected by a questionnaire submitted in 2020 to 120 teachers and school leaders from Portugal, Bulgaria, and Turkey, complemented by documental analysis. The results allow identifying the main strands of digital citizenship in education and the challenges of digital citizenship education. Despite the tendency of policies and European projects towards greater emancipation and empowerment of young people, the teachers and school leaders described practices that have aspects of a more regulatory nature. The conclusions supported the proposal of a model based on a critical approach with the aim of sustaining more inclusive and emancipatory digital practices, which favour greater conditions of social justice.

Biografia do Autor

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

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Publicado

2022-08-22

Como Citar

Monteiro, A., Guedes Teixeira, E., Leite, C., Barros, R., Fernandes, P., & Soares, F. (2022). EDUCATION TOWARDS LITERACY AND DIGITAL CITIZENSHIP OF YOUNG PEOPLE: BEYOND “BEING ONLINE”. Revista Conhecimento Online, 2, 89–107. https://doi.org/10.25112/rco.v2.2991

Edição

v. 2 (2022): Julho / Dezembro - Literacia digital em contextos educativos

Seção

Dossiê

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Copyright (c) 2022 Angélica Monteiro, Elsa Guedes Teixeira, Carlinda Leite, Rita Barros, Preciosa Fernandes, Filipa Soares

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