Literacitat crítica digital en els estudis socials. Estudis de cas en educació primària
- Autores: Jordi Castellví Mata
- Directores de la Tesis: Antoni Santisteban Fernández (dir. tes.)
- Lectura: En la Universitat Autònoma de Barcelona ( España ) en 2019
- Idioma: español
- Materias:
- Enlaces
- Tesis en acceso abierto en: TESEO
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Dialnet Métricas: 10 Citas
- Resumen
The present dissertation is part of the project “Enseñar y aprender a interpretar problemas y conflictos contemporáneos ¿Qué aportan las ciencias sociales a la formación de una ciudadanía global crítica? (I+D+I. EDU2016-80145-P)”. This project, funded by the Ministry of Science, Innovation and Universities (Spain), has the aim to create an educational proposal to interpret contemporary conflicts and problems.
This proposal is based on a) critical digital literacy, to make the difference between facts and opinions, to argue the veracity and reliability of sources, to reveal the ideology on information and to identify silences, in order to take responsible decisions; b) conceptualizing a critical citizenship globally aware; c) teaching for social justice and making visible those who are not; d) democratic participation, responsible and committed for social change.
Critical digital literacy comes from critical theory and critical pedagogy proposals to critical thinking education and development in the 21st Century. While critical literacy as educational and theoretical proposal has been extensively studied, we know little about critical digital literacy impact on critical thinking development of students.
This dissertation responds to the need to study how upper elementary school students develop their critical thinking from critical digital literacy in social studies. This knowledge will allow us to know better how critical thinking develops and how it can be taught, to help citizenship interpret contemporary conflicts and problems for social action.
Obtained data offer information about three cases of Elementary Schools in Catalonia (Spain). Firstly, we determine how do they teach to research information on the internet, to build narratives about social issues and to think critically for social action. Secondly, we study the information research patterns, sources evaluation and narratives’ building process of students. Thirdly, we evaluate the impact of a critical digital literacy educational intervention on critical thinking development of students, through the analysis of their narratives. This research is interpretative and critical, because we consider that reality is socially constructed, and research has to serve for its understanding and for changing it. For that reason, obtained data has to return to schools to identify good educational practices that help critical thinking development, and offer tools to create proposals to critical citizen education.
