Assumptions for updating the Functional Literacy Indicator
DOI:
https://doi.org/10.18222/eae.v34.10654Keywords:
Technological Literacy, Literacy, Educational IndicatorsAbstract
The article presents important information for updating the Indicador de Alfabetismo Funcional [Functional Literacy Indicator]. It is a study that has been measuring the literacy levels of the adult Brazilian population since 2001. It considered two skills domains: literacy and numeracy. Currently, the increased presence of digital resources in different situations of everyday life have generated new dynamics in the use of languages and mathematical knowledge. It is therefore necessary to reflect on the new skills and practices that develop as a result of this growing presence. A third domain had to be incorporated into the study: the digital one. To this end, a set of studies and analyses was produced for an agenda to update this indicator.
Downloads
References
Ação Educativa; Instituto Paulo Montenegro. (2018). Inaf Brasil 2018: Resultados preliminares.
Buckingham, D. (2015). Defining digital literacy: What do young people need to know about digital media? Nordic Journal of Digital Literacy, 1(4), 21-34. https://www.researchgate.net/publication/284919482_Defining_digital_literacy_What_do_young_people_need_to_know_about_digital_media DOI: https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-03
Hissa, D. L. A., & Araújo, N. M. S. (2021). Editorial: Homenagem aos 25 anos da publicação do Manifesto da Pedagogia dos Multiletramentos. Linguagem em Foco, 13(2), 5-10. https://revistas.uece.br/index.php/linguagememfoco/issue/view/312 DOI: https://doi.org/10.46230/2674-8266-13-5555
Kalantzis, M., Cope, B., & Pinheiro, P. (2020). Letramentos. Editora da Unicamp.
Lankshear, C., & Knobel, M. (2015). Digital literacy and digital literacies: Policy, pedagogy and research considerations for education. Nordic Journal of Digital Literacy, 1(1), 8-20. DOI: https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-02
Organisation for Economic Co-operation and Development (OECD). (2019). The survey of adult skills: Reader’s companion (OECD Skills Studies, 3rd ed.). OECD Publishing. https://doi.org/10.1787/f70238c7-en DOI: https://doi.org/10.1787/f70238c7-en
Ribeiro, V. M., & Fonseca, M. da C. (2010). Matriz de referência para a medição do alfabetismo nos domínios do letramento e do numeramento. Estudos em Avaliação Educacional, 21(45), 147-167. https://doi.org/10.18222/eae214520102031 DOI: https://doi.org/10.18222/eae214520102031
Rojo, R. (2012). Pedagogia dos multiletramentos. In R. Rojo, & E. Moura (Orgs.), Multiletramentos na escola (pp. 11-31). Parábola Editorial.
Scolari, C. (2018). Alfabetismo transmedia en la nueva ecología de los medios. European Commission; Universitat Pompeu Fabra; Transmedia Literacy. http://transmedialiteracy.upf.edu/sites/default/files/files/TL_whit_es.pdf
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92. DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u
Universidade Federal de Minas Gerais. Faculdade de Educação. Centro de Alfabetização, Leitura e Escrita. (2014). Glossário Ceale: Termos de alfabetização, leitura e escrita para educadores. UFMG. https://www.ceale.fae.ufmg.br/glossarioceale/
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens – With new examples of knowledge, skills and atitudes. Publications Office of the European Union. https://dx.doi.org/10.2760/115376
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Jacqueline Peixoto Barbosa, Andréia Lunkes Conrado, Heloísa Trenche Belusci
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
a. Authors retain the copyright and grant the journal the right to first publication.
b. All works are licensed under the Creative Commons Attribution License, which allows the sharing of the paper with acknowledgment of authorship.
Until 2024, Estudos em Avaliação Educacional adopted the Creative Commons Attribution-NonCommercial (CC BY-NC) license for its publications. For texts published from 2025 onwards, the journal will adopt the Creative Commons Attribution (CC BY) license, in line with the principles of Open Science.
