Letramento digital: limites e possibilidades na educação de jovens e adultos

Abstract

The present study aimed to analyze digital literacy in the modality of Youth and Adult Education (EJA), with the intention of better understanding how the technology corroborates for the reflexive and social formation of EJA educators and students. For this, in this research we will dialogue with studies related to digital literacy, having as theoretical source the work of Soares (2002), permeated by digital inclusion. We also seek to know and analyze some research carried out in the scope of the use of new information and communication technologies (ICTs) in education, in dialogue with the work of Levy (1999). Finally, we also use as theoretical reference, the Theory of Social Representations founded by the author Serge Moscovici. The concept created by Moscovici (2003) was fundamental to understand the social representations of the educators and students involved in the study. As a methodology we used observations, field diaries and questionnaires with educators and students of the Municipal Youth and Adult Education Reference Center (CREJA), of the Municipal Department of Education of Rio de Janeiro. The research showed that the school process with the use of technologies can provide the process of digital literacy and contemplate the social formation of subjects, and that information and communication technologies (ICTs) increasingly reach contemporary society and its integration into teaching.