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

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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]
Copyright of Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
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AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: NATIVOS DO SMARTPHONE, APRENDIZES DO COMPUTADOR: TENSÕES NA CONSTRUÇÃO DA AUTONOMIA DIGITAL EM CONTEXTO ESCOLAR.
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  Label: Alternate Title
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  Data: SMARTPHONE NATIVES, COMPUTER LEARNERS: TENSIONS IN BUILDING DIGITAL AUTONOMY IN A SCHOOL CONTEXT.
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  Data: <searchLink fieldCode="AR" term="%22Santiago%2C+Izael+da+Cunha%22">Santiago, Izael da Cunha</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Guerino+Ragonezi%2C+Helaing+Aparecida%22">Guerino Ragonezi, Helaing Aparecida</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Rocha+Gomes%2C+Martha+Luciene%22">Rocha Gomes, Martha Luciene</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Revista+Gênero+e+Interdisciplinaridade%22">Revista Gênero e Interdisciplinaridade</searchLink>. 2026, Vol. 7 Issue 2, p391-408. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Computer+literacy%22">Computer literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Smartphones%22">Smartphones</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink>
– Name: Abstract
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  Data: 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]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Languages:
      – Code: por
        Text: Portuguese
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      Pagination:
        PageCount: 18
        StartPage: 391
    Subjects:
      – SubjectFull: Computer literacy
        Type: general
      – SubjectFull: Digital literacy
        Type: general
      – SubjectFull: Academic discourse
        Type: general
      – SubjectFull: Educational technology
        Type: general
      – SubjectFull: Smartphones
        Type: general
      – SubjectFull: Digital technology
        Type: general
    Titles:
      – TitleFull: NATIVOS DO SMARTPHONE, APRENDIZES DO COMPUTADOR: TENSÕES NA CONSTRUÇÃO DA AUTONOMIA DIGITAL EM CONTEXTO ESCOLAR.
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            NameFull: Santiago, Izael da Cunha
      – PersonEntity:
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            NameFull: Guerino Ragonezi, Helaing Aparecida
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            NameFull: Rocha Gomes, Martha Luciene
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            – D: 01
              M: 03
              Text: 2026
              Type: published
              Y: 2026
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              Value: 7
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