Digital literacies and human formation: memories and formative experiences in Youth and Adult Education (YAE)

Abstract

This article analyzes pedagogical practices developed in three adult education schools that involved the use of computers as part of the digital literacy process. The study, guided by an action research perspective, monitored activities involving the creation of e-mails, text production, navigation in digital environments, and reading multimodal materials. The analyses indicate that the incorporation of computers, when linked to students' experiences, broadens forms of reading and writing, strengthens autonomy, and makes it possible to address inequalities that have historically limited access to written culture. The study shows that practices based on multiliteracy contribute to critical interpretations of digital content, strengthening educational processes and expanding possibilities for social participation. The results provide insights for reflections on language teaching and language practices in contexts of educational vulnerability.