Critical Digital Literacy in the Final Years of Elementary School: Decolonial and Interdisciplinary Teacher Training

Abstract

This article aimed at analyzing how teachers in the final years of elementary school understand and operationalize critical digital literacy in their pedagogical practices, considering aspects of teacher training for the development of critical digital literacy at this level of education. Based on the studies of Street (1984); Lea; Street (1998), Cope; Kalantzis (2000) and Mignolo (2003) Walsh (2009), a qualitative, exploratory and interpretative approach was adopted, anchored in critical perspectives of Freire (2006), Candau (2016) and Moita Lopes (2006), with analysis of formative practices in public schools in Pernambuco. The results indicated a gap between policies of technological integration, digitalization of education and teacher training oriented by a critical, political and intercultural reading of digital technologies, revealing that the use of technologies remains predominantly instrumental. It is concluded that critical digital literacy requires political and intercultural training, capable of confronting the colonialities of knowledge and promoting emancipatory pedagogical practices.