| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 622.74 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A constante aceleração do universo digital traz consigo desafios que tocam inúmeros cenários da vida contemporânea. Esta pesquisa tem como objetivo principal problematizar as relações e atravessamentos entre o uso das redes sociais e o desenvolvimento do pensamento crítico, perante as imagens que visualizamos diariamente, e identificar o papel da educação de adultos para a promoção deste pensamento crítico a partir do campo da Cultura Visual. Visa, ainda, compreender como o Plano de Ação para a Transição Digital de Portugal estabelece ou não diretrizes no que diz respeito à promoção da literacia visual na educação de adultos, e identificar aproximações entre política pública e sua implementação. Para isso, desenvolveu-se uma pesquisa qualitativa, partindo de um cruzamento entre quadros teóricos das relações digitais, cultura visual e educação de adultos, seguido da análise documental do Plano de Ação para a Transição Digital de Portugal e da análise de um projeto de promoção de literacia digital para adultos desenvolvido em Portugal. A partir da triangulação dessas análises, foi possível identificar a educação de adultos incorporando um papel significativo para a articulação do pensamento crítico e uma fragilidade no que diz respeito às diretrizes do Plano de Ação para a Transição Digital voltadas para a literacia visual e o pensamento crítico na educação de adultos. Ainda, constatou-se uma lacuna entre a proposta da política pública e sua implementação prática, que aparenta se originar a partir de desafios apresentados pelas novas exigências que as tecnologias demandam no campo da educação, bem como aparentes falhas na sua execução.
The constant acceleration of the digital universe brings with it challenges that affect countless aspects of contemporary life. This research aims to critically examine the relations and intersections between the use of social media and the development of critical thinking towards the images we see daily, and to identify the role of adult education in promoting this critical thinking through the field of Visual Culture. Additionally, it seeks to understand how the Portuguese Digital Transition Action Plan establishes or not guidelines regarding the promotion of visual literacy in adult education and to identify connections between public policy and its implementation. To achieve this, a qualitative research study was conducted, based on an intersection of theoretical frameworks concerning digital relationships, visual culture, and adult education, followed by a documentary analysis of Portugal's Digital Transition Action Plan and an analysis of a digital literacy promotion project for adults developed in Portugal. Through the triangulation of these analyses, it was possible to identify adult education as playing a significant role in fostering critical thinking, alongside a weakness in the Digital Transition Action Plan's guidelines regarding visual literacy and critical thinking in adult education. Furthermore, a gap between the public policy proposal and its practical implementation was observed, which appears to come from the challenges presented by the new demands that technologies impose on the field of education, as well as apparent failures in its execution.
The constant acceleration of the digital universe brings with it challenges that affect countless aspects of contemporary life. This research aims to critically examine the relations and intersections between the use of social media and the development of critical thinking towards the images we see daily, and to identify the role of adult education in promoting this critical thinking through the field of Visual Culture. Additionally, it seeks to understand how the Portuguese Digital Transition Action Plan establishes or not guidelines regarding the promotion of visual literacy in adult education and to identify connections between public policy and its implementation. To achieve this, a qualitative research study was conducted, based on an intersection of theoretical frameworks concerning digital relationships, visual culture, and adult education, followed by a documentary analysis of Portugal's Digital Transition Action Plan and an analysis of a digital literacy promotion project for adults developed in Portugal. Through the triangulation of these analyses, it was possible to identify adult education as playing a significant role in fostering critical thinking, alongside a weakness in the Digital Transition Action Plan's guidelines regarding visual literacy and critical thinking in adult education. Furthermore, a gap between the public policy proposal and its practical implementation was observed, which appears to come from the challenges presented by the new demands that technologies impose on the field of education, as well as apparent failures in its execution.
Description
Dissertação de mestrado, Educação e Formação (Área de Especialização em Desenvolvimento Social e Cultural), 2025, Universidade de Lisboa, Instituto de Educação
Keywords
Educação de adultos Literacia visual Cultura visual Pensamento crítico Redes sociais Dissertações de mestrado - 2025