Letramento digital na educação de jovens e adultos

Abstract

This work highlights how Digital Literacy is addressed in Youth and Adult Education (EJA). In the current technological context, public and private services have been digitalizing rapidly, transforming the way people access information and perform everyday activities. This scenario imposes challenges especially on those who grew up in a predominantly analog era, making them more vulnerable to the demands of the digital world. In this sense, the research aims to map methodological strategies aimed at teaching or practicing digital literacy in Youth and Adult Education classes in Brazil. The study was conducted through a qualitative approach, using Systematic Literature Mapping as the research method. The history of EJA is presented, along with the concepts of digital alphabetization, digital literacy, and digital culture. The results show that digital literacy in EJA functions as an instrument for social inclusion and critical participation, although it still faces structural and pedagogical challenges that limit its consolidation. It is concluded that its effective implementation depends on contextualized practices, continuous planning, and public policies that ensure equitable access to digital technologies.