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NATIVOS DO SMARTPHONE, APRENDIZES DO COMPUTADOR: TENSÕES NA CONSTRUÇÃO DA AUTONOMIA DIGITAL EM CONTEXTO ESCOLAR.

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Bibliographic Details
Title:	NATIVOS DO SMARTPHONE, APRENDIZES DO COMPUTADOR: TENSÕES NA CONSTRUÇÃO DA AUTONOMIA DIGITAL EM CONTEXTO ESCOLAR.
Alternate Title:	SMARTPHONE NATIVES, COMPUTER LEARNERS: TENSIONS IN BUILDING DIGITAL AUTONOMY IN A SCHOOL CONTEXT.
Authors:	Santiago, Izael da Cunha¹, Guerino Ragonezi, Helaing Aparecida², Rocha Gomes, Martha Luciene³
Source:	Revista Gênero e Interdisciplinaridade. 2026, Vol. 7 Issue 2, p391-408. 18p.
Subject Terms:	Computer literacy, Digital literacy, Academic discourse, Educational technology, Smartphones, Digital technology
Abstract (English):	This article examines the tensions between high levels of youth digital connectivity and the effective development of technological autonomy in school contexts. The study was conducted with first-year high school students during pedagogical activities in a computer laboratory at a public school, adopting a qualitative observational approach. Empirical records revealed difficulties related to basic operational procedures, digital file organization, and the adaptation of technology-mediated writing to academic requirements, indicating a gap between everyday use of mobile devices and functional computer skills in school practices. The findings also showed the transfer of communication patterns typical of smartphone interactions into academic textual production, as well as a reliance on technological automatisms that may constrain the development of students' digital autonomy. In dialogue with theoretical perspectives on digital culture and schooling, the study proposes the concept of the digital autonomy paradox as an analytical category to problematize the frequently assumed notion of youth technological competence in educational discourse. It is concluded that the construction of digital autonomy requires intentional and systematic learning experiences capable of articulating informal digital practices with the cognitive and academic demands of basic education. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese):	Este artigo analisa as tensões entre a elevada conectividade digital juvenil e o desenvolvimento efetivo da autonomia tecnológica em contextos escolares. A pesquisa foi realizada com estudantes da primeira série do Ensino Médio durante atividades pedagógicas no laboratório de informática de uma escola pública, a partir de uma abordagem qualitativa de natureza observacional. Os registros empíricos evidenciaram dificuldades relacionadas a procedimentos operacionais básicos, à organização de arquivos digitais e à adaptação da escrita mediada por tecnologias às exigências acadêmicas, revelando uma dissociação entre o uso cotidiano de dispositivos móveis e o domínio funcional do computador em práticas escolares. Observou-se ainda a transferência de padrões comunicacionais próprios dos smartphones para a produção textual acadêmica, bem como a dependência de automatismos tecnológicos que tendem a limitar o desenvolvimento da autonomia digital dos estudantes. Em diálogo com referenciais teóricos sobre cultura digital e formação escolar, o estudo propõe o conceito de paradoxo da autonomia digital como categoria analítica para problematizar a noção de competência tecnológica juvenil frequentemente naturalizada no discurso educacional. Conclui-se que a construção da autonomia digital requer experiências formativas intencionais e sistemáticas que articulem práticas digitais informais às demandas cognitivas e acadêmicas da educação básica. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article examines the tensions between high levels of youth digital connectivity and the effective development of technological autonomy in school contexts. The study was conducted with first-year high school students during pedagogical activities in a computer laboratory at a public school, adopting a qualitative observational approach. Empirical records revealed difficulties related to basic operational procedures, digital file organization, and the adaptation of technology-mediated writing to academic requirements, indicating a gap between everyday use of mobile devices and functional computer skills in school practices. The findings also showed the transfer of communication patterns typical of smartphone interactions into academic textual production, as well as a reliance on technological automatisms that may constrain the development of students' digital autonomy. In dialogue with theoretical perspectives on digital culture and schooling, the study proposes the concept of the digital autonomy paradox as an analytical category to problematize the frequently assumed notion of youth technological competence in educational discourse. It is concluded that the construction of digital autonomy requires intentional and systematic learning experiences capable of articulating informal digital practices with the cognitive and academic demands of basic education. [ABSTRACT FROM AUTHOR]