DIGITAL LITERACY AS A SOCIAL PRACTICE

Abstract

This article aims to analyze digital literacy from the perspective of social practices, understanding reading and writing mediated by digital technologies as socially situated phenomena. It is based on a qualitative, bibliographical approach, anchored in authors who conceive of literacy as a social practice, such as Soares, Street, Kleiman, Rojo, Lankshear, and Knobel, among others. The theoretical analysis shows that digital literacy goes beyond the technical mastery of technologies, involving cultural, ideological, and interactional dimensions. The results point to the need for pedagogical practices that value the diversity of languages, multimodality, and the active participation of subjects, as well as the overcoming of instrumental approaches in the school context. It concludes that understanding digital literacy as a social practice contributes to a more critical and contextualized education, aligned with the demands of contemporary digital culture.