Banca de DEFESA: LUCIENE DE SOUSA ANDRADE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIENE DE SOUSA ANDRADE
DATE: 06/01/2026
TIME: 10:00
LOCAL: Virtual
TITLE:

Digital Literacy And Social Inclusion Of Learners in The Context Of Vocational Education

KEY WORDS:

Digital literacy; Social inclusion; Professional education; Socio-learning; Covid-19 pandemic; Rede Cidadã.

PAGES: 93
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The covid-19 pandemic, declared in March 2020 by the World Health Organization, triggered a profound digital transformation across various sectors, especially in education. The abrupt migration to remote learning revealed both the potential of digital technologies for maintaining educational practices and the structural inequalities in access and training. In this context, digital literacy practices and events intensified, gaining centrality in educational and formative processes, and came to represent an essential element for social and professional inclusion in contemporary society. Thus, this dissertation aims to analyze how digital literacy contributes to the social inclusion of young apprentices participating in the Socio-Learning Program of Rede Cidadã, a social assistance organization with national scope dedicated to the education and integration of young people into the labor market. The study is based on the understanding of digital literacy as a social practice that goes beyond the technical mastery of tools and involves critical, communicative, and collaborative dimensions, enabling the active participation of individuals in digital environments. To this end, the research first discusses key concepts related to literacy, extending them to the digital sphere based on contributions from leading scholars in the field, and establishes a theoretical articulation with the theme of social inclusion. This theoretical framework enabled the empirical analysis of practices observed in the field research context, allowing a deeper understanding of the incorporation of digital literacy into training processes and its impact on the apprentices’ learning trajectories. The research, developed through the observation of formative practices during and after the pandemic period, sought to identify digital literacy practices and events, while also understanding how digital literacy within Rede Cidadã contributes to the social inclusion of apprentices and to identify possibilities for expanding such practices in contexts of social vulnerability. The experience of Rede Cidadã, which adapted its methodologies to remote formats and incorporated digital resources into its pedagogical routine, provided fertile ground for analyzing the transition between face-to-face and virtual learning, as well as the continuities and transformations arising from this process. The results show that the strengthening of digital literacy practices in the context of socio-learning promotes not only the expansion of young people’s technological repertoire but also the development of critical and collaborative skills that are fundamental for their integration into the labor market and for active citizenship. Thus, the study reaffirms the role of digital literacy as a tool for social inclusion, aligning with contemporary guidelines for professional education and public policies that recognize the centrality of digital culture in education.

COMMITTEE MEMBERS:
Presidente - ANA ELISA FERREIRA RIBEIRO
Externo à Instituição - CARLOS HENRIQUE SILVA DE CASTRO
Interno - VICENTE AGUIMAR PARREIRAS