Letramento digital: entre o direito assegurado e a realidade vivenciada na escola municipal de Manaus

Abstract

In light of the increasing use of digital technologies in contemporary society, it has become evident that schools need to promote the development of digital literacy skills from the early years of Basic Education. In this context, the enactment of Law No. 14,533/2023, which establishes the National Digital Education Policy (PNED), reinforces the importance of understanding how this right has been implemented in the daily practices of educational institutions, especially public schools. Accordingly, this dissertation aimed to analyze the levels of digital literacy among 5th-grade students at a municipal public school located in Manaus, Amazonas, considering the competencies established by the National Common Core Curriculum (BNCC) and the guidelines of the PNED. The study is theoretically grounded in the contributions of Pierre Lévy, particularly regarding the concepts of collective intelligence and cyberspace, as well as in the works of Soares, Kleiman, Coscarelli, Ribeiro, Kenski, and Moran, who discuss literacy in its social, critical, and technological dimensions. Methodologically, this research adopted a qualitative, descriptive-interpretive approach with exploratory elements, developed through literature review, diagnostic questionnaires, classroom observation, and practical activities with students and teachers. As a transversal theoretical-methodological axis, the investigation also adopted cartography, inspired by Deleuze and Guattari and operationalized by Passos, Kastrup, and Barros, in order to follow processes, mediations, tensions, and modes of appropriation of digital technologies in the school everyday life. The results indicate that although students have frequent access to digital technologies in their daily lives and demonstrate familiarity with electronic devices, the pedagogical, critical, and creative appropriation of these resources remains limited and requires further development. Additionally, challenges related to teacher mediation, continuing professional development, and the effective implementation of public policies focused on digital education were identified. Therefore, it is expected that the findings of this study may contribute to the improvement of pedagogical practices that promote the conscious, ethical, and inclusive use of digital technologies, thereby strengthening digital literacy in the early years of Elementary Education.