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As literacias e os desafios da sociedade da informação: estudo exploratório com jovens de 18 a 35 anos
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| 6.14 MB | Adobe PDF |
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Abstract(s)
A investigação sobre as literacias tem obtido grande destaque no campo das Ciências da Educação, da Informação e Comunicação. O estudo exploratório que aqui se apresenta resultou de uma investigação que analisou as relações entre competências transversais e as literacias nas diferentes esferas da atividade humana. Emergiram, de acordo com a literatura de referência, 3 linhas fundamentais de pesquisa: i) de caráter teórico - interface entre os conceitos de literacia, competências-chave, sociedade da informação ou do conhecimento; ii) cariz epistemológico - associado às metodologias extensivas de avaliação da literacia empreendidas por organizações internacionais; iii) e uma visão mais prática ligada ao processo desenvolvido para a operacionalização de instrumentos de análise dos níveis de competências de jovens entre os 18 e os 35 anos para compreender como enfrentam os desafios das sociedades do conhecimento. A metodologia utilizada insere-se na tradição qualitativa da investigação. Objetivou-se através da aplicação de um inquérito por questionário que permitiu obter indicadores sobre o contexto social, económico e cultural, práticas de leitura, escrita e cálculo e de 3 provas de literacia em prosa, documental e numeracia que simularam situações do quotidiano. Procurou-se perceber a existência de discrepâncias nos desempenhos nas três escalas de literacia, cruzar os perfis de literacia dos jovens com as variáveis prevista (idade, género, condição social e económica, capital escolar declarado, nível educativo dos pais, etc.), identificar as tarefas representativas de situações do quotidiano que apresentam maior dificuldade e relacionar as práticas de literacia (leitura, escrita e numeracia) e os níveis de literacia. A análise indutiva dos dados possibilita concluir que: i) os resultados mais negativos caracterizam-se pela pouca capacidade de mobilização de competências transversais e se registam na Literacia Documental que envolve informação inserta em textos descontínuos (listas, gráficos e tabelas); ii) entre os baixos níveis de escolaridade e o reduzido capital de competências nas 3 dimensões existe uma relação de linearidade; iii) ambientes familiares onde ocorrem os primeiros processos de socialização, caracterizados por carência de habilitações académicas e de recursos literários, são quase premonitórios dos desempenhos mais negativos. Sublinha-se, em ordem às limitações técnicas e logísticas, que a problemática da avaliação das literacias é demasiado abrangente e complexa para se esgotar nesta dissertação e salienta-se a importância da construção de instrumentos eficazes para avaliação das literacias.
The research on literacy has achieved great prominence in the field of Education Sciences, Information and Communication. The exploratory study presented here resulted from an investigation that analyzed the relationships between transversal competences and literacy in the different spheres of human activity. According to the literature of reference, three fundamental lines of research emerged: i) theoretical – the interface between the concepts of literacy, key competences and the information or knowledge society; ii) epistemological aspect - associated with the extensive evaluation methodologies of literacy undertaken by international organizations; and iii) a more practical vision linked to the process developed to harness analytical tools to review the competence levels of young people between the ages of 18 and 35 to understand how they face the challenges of the knowledge society. The methodology used is part of the qualitative tradition of research and was carried out through the application of a questionnaire survey that gathered indicators on the social, economic and cultural context, reading, writing and calculation practices in addition to 3 literacy tests in prose, document literacy and numeracy that simulated everyday situations. The investigation sought to understand the existence of discrepancies in the performance of the three levels of literacy, to match the profiles of young people's literacy with the predicted variables (age, gender, social and economic position, declared school capital, parental educational level, etc.), to identify the tasks that represent the most difficult situations in daily life, and to relate the practices of literacy (reading, writing and calculation) and literacy levels. Inductive analysis of the data makes it possible to conclude that: i) the most negative results are characterized by the lack of ability to mobilize transversal competences in document literacy, which involves understanding information from discontinuous texts (lists, graphs and tables); ii) there is a linear relationship between low levels of schooling and reduced depth of competence in the 3 dimensions ; iii) familiar environments where the first processes of socialization occur, characterized by lack of academic qualifications and literary resources, are almost premonitory of the most negative performances. It should be noted that due to technical and logistical limitations, the issue of evaluating literacy is too broad and complex to be exhausted in this dissertation, however the importance of constructing effective instruments for the evaluation of literacies should be stressed/cannot be underestimated.
The research on literacy has achieved great prominence in the field of Education Sciences, Information and Communication. The exploratory study presented here resulted from an investigation that analyzed the relationships between transversal competences and literacy in the different spheres of human activity. According to the literature of reference, three fundamental lines of research emerged: i) theoretical – the interface between the concepts of literacy, key competences and the information or knowledge society; ii) epistemological aspect - associated with the extensive evaluation methodologies of literacy undertaken by international organizations; and iii) a more practical vision linked to the process developed to harness analytical tools to review the competence levels of young people between the ages of 18 and 35 to understand how they face the challenges of the knowledge society. The methodology used is part of the qualitative tradition of research and was carried out through the application of a questionnaire survey that gathered indicators on the social, economic and cultural context, reading, writing and calculation practices in addition to 3 literacy tests in prose, document literacy and numeracy that simulated everyday situations. The investigation sought to understand the existence of discrepancies in the performance of the three levels of literacy, to match the profiles of young people's literacy with the predicted variables (age, gender, social and economic position, declared school capital, parental educational level, etc.), to identify the tasks that represent the most difficult situations in daily life, and to relate the practices of literacy (reading, writing and calculation) and literacy levels. Inductive analysis of the data makes it possible to conclude that: i) the most negative results are characterized by the lack of ability to mobilize transversal competences in document literacy, which involves understanding information from discontinuous texts (lists, graphs and tables); ii) there is a linear relationship between low levels of schooling and reduced depth of competence in the 3 dimensions ; iii) familiar environments where the first processes of socialization occur, characterized by lack of academic qualifications and literary resources, are almost premonitory of the most negative performances. It should be noted that due to technical and logistical limitations, the issue of evaluating literacy is too broad and complex to be exhausted in this dissertation, however the importance of constructing effective instruments for the evaluation of literacies should be stressed/cannot be underestimated.
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Keywords
Literacia em prosa Documental e numeracia Sociedades da informação e do conhecimento Competências transversais Avaliação direta de competências