Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Tessore, Ana Laura Martinez |
| Orientador(a): |
Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41213
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Resumo: |
Digital citizenship has gained prominence in both academic literature and in the design of educational policies (Claro et al., 2021; Cobo, 2019b; Cortesi et al., 2020). However, its conceptual and methodological fragmentation is so prominent that it can limit the accumulation of knowledge on the subject, as well as decision-making in educational policy (Cobo, 2019a; Jæger, 2021). In this context, this dissertation has the objective of analyzing different conceptions of digital citizenship and proposing a foundation for its curricular inclusion in basic education, aiming to overcome some limitations of the predominant conceptions (Livingstone; Third, 2017; Ponte, 2020). The chosen methodological approach is multimethod and combines: an integrative review of recent literature on the topic; document analysis applied to current national strategies in digital citizenship in the Southern Cone, with a focus on the case of Uruguay, and the analysis of curricular frameworks available in Brazil on the subject. The text is organized into four parts. The first contextualizes the problem under study by describing the main challenges associated with the current functioning of the digital ecosystem and the situation of children and adolescents regarding digital inclusion. The second studies the concept of digital citizenship in the diversity of conceptions and disciplinary approaches present in the academic literature. The third identifies the foundations on which the inclusion of digital citizenship in the curricular scope of basic education could be justified, addressing the issue of Human Rights and linking them to discussions about digital citizenship and digital skills. The fourth part presents how digital citizenship is being addressed in the educational context in the Southern Cone. In the case of Brazil, the normative and curricular frameworks in force are discussed, on which the curricular integration of digital citizenship could be anchored. The conclusion reflects on the need to integrate fields of knowledge and conceptual practice that are conceptually close to digital citizenship but have not presented convergent developments (Pangrazio; Sefton-Green, 2021), primarily those of Human Rights, digital skills, and citizenship. The importance of adopting a comprehensive conceptual framework to address digital citizenship is emphasized, allowing for overcoming the emphasis on safe use and “appropriate” behavior in the digital environment by integrating perspectives and contributions from critical approaches to digital citizenship |
