Educação para os algoritmos: levantamento bibliográfico e debate sobre o conceito de literacia algorítmica

Willian Fernandes Araujo; Fernanda Pires de Sá

doi:10.1590/1983-3652.2024.49440

Authors

Willian Fernandes Araujo Universidade de Santa Cruz do Sul, Programa de Pós-Graduação em Educação, Departamento de Gestão de Negócios e Comunicação, Santa Cruz do Sul, RS, Brasil https://orcid.org/0000-0002-3271-6690
Fernanda Pires de Sá Universitat Autònoma de Barcelon, Departamento de Comunicación Audiovisual y Publicidad, Bellaterra, Barcelona, Espanha https://orcid.org/0000-0001-6172-7594

DOI:

https://doi.org/10.1590/1983-3652.2024.49440

Keywords:

Datafication, Platformization, Algorithmic systems, Education

Abstract

This study aimed to map the field of research on algorithmic literacy (AL) in Portuguese, Spanish, and English. The growing importance and presence of algorithms in various facets of social life motivated this research. To achieve this, four axes of investigation were used: 1) definition of conceptual proposals, 2) identification of emerging pedagogical techniques and strategies in these debates, 3) description of the functions and domains of these different forms of knowledge, and 4) reflection on the challenges and difficulties revealed in the relevant literature. The methodology used was a systematic literature review in the Scopus and Web of Science databases, using the descriptors ’Literacy AND Algorithmic’, ’algorithmic OR algorithm AND literacy OR literacies’. Subsequently, 21 publications were analyzed following a systematic selection process. Initially, the analysis indicates a significant increase in work in recent years (2021 and 2022), the predominance of publications in English, and the diversity of publications across different domains. Critical empowerment, awareness, and understanding of algorithms emerge as key themes in the debate, but there is considerable variation in the pedagogical approaches adopted to encourage critical engagement with algorithmic systems.

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References

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