UMA ANÁLISE DA LEGISLAÇÃO E DO LETRAMENTO DIGITAL EM GOIÁS

Abstract

This research examines the digital literacy of 9th-grade students in the basic education of the state public network of Goiás in the year 2025, focusing on the use of digital technologies in the teaching-learning process. The research is based on both federal and state legal frameworks, with an emphasis on the National Digital Education Policy (Law No. 14,533/2023) and the public policies adopted by the Government of the State of Goiás. These policies include significant investments in technological infrastructure, such as the purchase of mobile computer labs and the distribution of Chromebooks to students. Among the initiatives, the acquisition of 951 mobile laboratories equipped with Chromebooks and the distribution of more than 48,000 devices to 9th-grade elementary school students stand out. From a methodological standpoint, the research is classified as a descriptive-analytical case study. For this, content analysis of the quantitative and qualitative data provided by the Educational System for Learning Recovery (SER Goiás) is used. Indicators such as access to digital platforms, connection time, degree of virtual interaction, and technology usage patterns are taken into consideration. This study initially addresses the laws that shape digital education, then analyzes the importance of teacher mediation skills and continuing teacher training so that the use of ICTs ceases to be merely instrumental and begins to provide relevant educational experiences, and finally examines how students use technologies in the teaching-learning process in the State of Goiás. In this way, it is observed that strengthening digital literacy requires the integration of public policies, pedagogical practices, infrastructure, and educational intentionality, in order to guarantee that students develop a critical, ethical, and civic education in the digital environment.