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Literacia digital para a conservação da Amazônia – Desenvolvimento e avaliação de um curso via WhatsApp
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A sociedade da informação em que vivemos, embora tenha possibilitado diversas inovações, também acentuou problemas socioeconômicos, reproduzindo desigualdades de acesso e conectividade, resultando em exclusão digital. No Brasil, a região Norte é a mais afetada, especialmente entre populações e comunidades tradicionais que atuam pela conservação da Amazônia. Neste contexto, o presente estudo investigou as possibilidades e limitações do uso do aplicativo WhatsApp como ambiente virtual de promoção da literacia digital para membros de organizações de base comunitária vinculadas ao Projeto LIRA – Legado Integrado da Região Amazônica, bem como suas contribuições para o desenvolvimento de competências digitais. Trata-se de uma pesquisa qualitativa em formato de estudo de caso, realizada com 48 participantes. Os dados foram coletados por meio de questionários aplicados no início e ao final do curso, além de depoimentos dos alunos, e analisados por estatística descritiva, análise de conteúdo de Bardin, teste qui-quadrado e teste de Wilcoxon. Os resultados revelaram que o WhatsApp é bem avaliado como ambiente de aprendizagem quando conteúdos, materiais e estratégias pedagógicas são cuidadosamente planejados. Os participantes destacaram a praticidade, a flexibilidade e o fácil acesso aos materiais como pontos positivos, além da interação que promoveu engajamento e discussões coletivas. Entre as limitações apontadas, estão a dificuldade de acompanhamento individual da aprendizagem, a padronização das atividades, o menor controle docente e os impactos da baixa qualidade da conexão à Internet. Observou-se ainda um aumento na autopercepção das habilidades digitais, com redução de 18,8% para 5,4% na categoria baixa e aumento de 10,4% para 32,4% na categoria alta. Conclui-se que o WhatsApp, aliado a estratégias pedagógicas bem desenhadas, pode ser um recurso eficaz para promover literacia digital crítica em contextos de baixa conectividade, contribuindo para a cidadania ativa e a inclusão digital na Amazônia.
The information society in which we live, although it has enabled various innovations, has also exacerbated socioeconomic problems, reproducing inequalities in access and connectivity, resulting in digital exclusion. In Brazil, the Northern region is the most affected, especially among traditional populations and communities engaged in the conservation of the Amazon. In this context, the present study investigated the possibilities and limitations of using the WhatsApp application as a virtual environment for promoting digital literacy among members of community-based organizations linked to the LIRA Project – Integrated Legacy of the Amazon Region, as well as its contributions to the development of digital skills. This is a qualitative case study conducted with 48 participants. Data were collected through questionnaires applied at the beginning and at the end of the course, in addition to students’ testimonies, and analyzed using descriptive statistics, Bardin’s content analysis, chi-square test, and Wilcoxon test. The results revealed that WhatsApp is well evaluated as a learning environment when content, materials, and pedagogical strategies are carefully planned. Participants highlighted practicality, flexibility, and easy access to materials as positive aspects, as well as the interaction that fostered engagement and collective discussions. Among the limitations pointed out are the difficulty of individual monitoring of learning, standardization of activities, reduced teacher control, and the impacts of low Internet connection quality. An increase in the self-perception of digital skills was also observed, with a reduction from 18.8% to 5.4% in the low category and an increase from 10.4% to 32.4% in the high category. It is concluded that WhatsApp, combined with well-designed pedagogical strategies, can be an effective resource to promote critical digital literacy in low-connectivity contexts, contributing to active citizenship and digital inclusion in the Amazon.
The information society in which we live, although it has enabled various innovations, has also exacerbated socioeconomic problems, reproducing inequalities in access and connectivity, resulting in digital exclusion. In Brazil, the Northern region is the most affected, especially among traditional populations and communities engaged in the conservation of the Amazon. In this context, the present study investigated the possibilities and limitations of using the WhatsApp application as a virtual environment for promoting digital literacy among members of community-based organizations linked to the LIRA Project – Integrated Legacy of the Amazon Region, as well as its contributions to the development of digital skills. This is a qualitative case study conducted with 48 participants. Data were collected through questionnaires applied at the beginning and at the end of the course, in addition to students’ testimonies, and analyzed using descriptive statistics, Bardin’s content analysis, chi-square test, and Wilcoxon test. The results revealed that WhatsApp is well evaluated as a learning environment when content, materials, and pedagogical strategies are carefully planned. Participants highlighted practicality, flexibility, and easy access to materials as positive aspects, as well as the interaction that fostered engagement and collective discussions. Among the limitations pointed out are the difficulty of individual monitoring of learning, standardization of activities, reduced teacher control, and the impacts of low Internet connection quality. An increase in the self-perception of digital skills was also observed, with a reduction from 18.8% to 5.4% in the low category and an increase from 10.4% to 32.4% in the high category. It is concluded that WhatsApp, combined with well-designed pedagogical strategies, can be an effective resource to promote critical digital literacy in low-connectivity contexts, contributing to active citizenship and digital inclusion in the Amazon.
Descrição
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Literacia digital Inclusão digital Exclusão digital Cidadania ambiental Conservação da natureza Floresta Amazónica Dissertações de mestrado - 2025