National Digital Education Policy: literacy and citizenship for comprehensive education

Abstract

The world was ravaged by the Covid-19 pandemic, causing: social isolation, school closures, increased educational and socioeconomic inequality and maintenance of structural duality. During this period, to reduce the impacts of the humanitarian crisis on Brasil education, non-face-to-face teaching was chosen. A fact that maintained educational regression, since most of the actors in the teaching-learning process were not familiar with techniques, tools and digital resources that mediate distance learning. In 2023, the National Digital Education Policy (PNED) was approved; therefore, we seek to identify how PNED can benefit digital literacy and the comprehensive training of high school students. To this end, a state-of-the-art qualitative integrative literature review was carried out, based on the concepts of Karl Marx, István Mészáros, Pierre Lévy, Ricardo Antunes, Ana Coscarelli, scientific research, PNED and others. The main conclusions of the research are that the policy in question is not the panacea for education in the information society, nor the solution to the unreformable, uncontrollable and incorrigible capital system in force; although its application can ensure contemporary rights necessary for the exercise of digital citizenship, it does not in itself lead to an integral human formation of the student if there is no action by a progressive teacher imbued with the transformative ethical-political function.