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Artigos • DELTA 37 (2) • 2021 • https://doi.org/10.1590/1678-460X202149228   copy

Critical and ethical dimensions in digital literacy practices in a digital educational game

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

In this research, digital literacy practices of High School students in a digital educational game were analyzed, considering the ethical and critical dimensions. For this purpose, our research is mainly based on discussions about literacy in digital environments (Cope and Kalantzis, 2000Cope, Bill, & Kalantzis, Mary. (Eds). (2000). Multiliteracies - Literacy Learning and the design of social futures. New York: Routledge.; Lankshear and Knobel, 2007Lankshear, Colin, & Knobel, Michele. (2007). A new literacies sampler. New York: Peter Lang.; Rojo, 2012Rojo, Roxane. (2012). Pedagogia dos multiletramentos: diversidade cultural e de linguagens na escola. In Rojo, Roxane.; Moura, Eduardo (orgs). Multiletramentos na escola. São Paulo: Parábola Editorial.; Capurro, 2015Capurro, Rafael. (2015). Entrevista [07/10/2015]. In Schneider, M., & Saldanha, G. Dilemas ético-epistemológicos da era da informação. Liinc em revista. Rio de Janeiro, 11(2), pp. 322-328. http://revista.ibict.br/liinc/index.php/liinc/article/view/844/564.
http://revista.ibict.br/liinc/index.php/... ; Janks, 2018Janks, Hillary. (2018). Texts, identities, and ethics: Critical literacy in a post-truth world. Journal of Adolescent and Adult Literacy, 62(1), pp. 95-99. https://www.oru.se/contentassets/b7d0e9b109f44e7c9d741fc8f0d42c64/abstract-hilary-janks.pdf.
https://www.oru.se/contentassets/b7d0e9b... ; Pinheiro, 2018Pinheiro, R. C. (2018). Conceitos e modelos de letramento digital: o que escolas de ensino fundamental adotam? Linguagem em (Dis)curso - LemD, Tubarão, SC, v. 18, n.3, pp. 603-622, set./ dez. http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1518-76322018000300603⟨=pt.
http://www.scielo.br/scielo.php?script=s... ) and digital games (Coutinho and Alves, 2016Coutinho, Isa. J., & Alves, Lynn. R. G. (2016). Avaliação de jogos digitais com finalidade educativa: contribuição aos professores. HIPERTEXTUS, Revista Digital 15. pp.1-22. http://www.hipertextus.net/volume15/vol15artigo11.pdf.
http://www.hipertextus.net/volume15/vol1... ; Pinheiro and Cavalcante, 2019Pinheiro, Regina C., & Cavalcante, Graça R. M. (2019). Jogos digitais educacionais para o desenvolvimento da leitura e da escrita. Revista Virtual Lingu@ Nostr@, v. 6, n. 1, pp. 31 - 49, 17 dez. http://linguanostra.net/index.php/Linguanostra/article/view/123.
http://linguanostra.net/index.php/Lingua... ; Pinheiro, Lima and Araújo, 2020Pinheiro, Regina C., Lima, Francisco A., & Araújo, Júlio. (2020). Jogos digitais como motivação para o desenvolvimento da leitura. Diacrítica, v. 34, n. 1, pp. 173-198. http://diacritica.ilch.uminho.pt/index.php/dia/article/view/349.
http://diacritica.ilch.uminho.pt/index.p... ). The methodological course consisted, first, of the application of the game Digital Olympics with students of the third year of High School; second, of the watching process of the users’ game experience, recorded with a computer screen-capture software; third, of the application of simple self-confrontation interview. The results showed that the digital educational game used in this research contributed to the expansion of digital literacy practices, through the development of a critical/ethical view about interactions in the digital environment and the use of digital technologies.

Keywords:
Digital literacy; Digital Educational Games; Critical and ethical use of digital Technologies

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