<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022025000100805</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551273572por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Política Nacional de Educação Digital: letramento e cidadania para educação integral]]></article-title>
<article-title xml:lang="en"><![CDATA[National Digital Education Policy: literacy and citizenship for comprehensive education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Ogaciano dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spósito]]></surname>
<given-names><![CDATA[Marcos André Fernandes]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Roraima  ]]></institution>
<addr-line><![CDATA[Boa Vista RR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100805&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100805&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100805&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O mundo foi assolado pela pandemia da Covid-19, causando: isolamento social, fechamento das escolas, aumento da desigualdade educacional, socioeconômica e manutenção da dualidade estrutural. Nesse período, para diminuir os impactos da crise humanitária na educação brasileira, optou-se pelo ensino não presencial. Fato que manteve regressão educacional, visto que grande parte dos atores do processo de ensino aprendizagem não estavam familiarizados com técnicas, ferramentas e recursos digitais que medeiam o ensino à distância. Em 2023, foi aprovada a Política Nacional de Educação Digital (PNED); portanto, busca-se identificar como a PNED poderá beneficiar o letramento digital e a formação integral dos estudantes do Ensino Médio. Para tanto, foi realizada uma revisão de literatura integrativa qualitativa em estado da arte, partindo das concepções de Karl Marx, István Mészáros, Pierre Lévy, Ricardo Antunes, Ana Coscarelli, pesquisas científicas, PNED e outros. As principais conclusões da pesquisa são as de que a política em questão não é a panaceia para a educação na sociedade da informação, tampouco a solução para o irreformável, incontrolável e incorrigível sistema capital vigente; embora a aplicação dele possa assegurar direitos contemporâneos necessários para o exercício da cidadania digital, não conduz por si só a uma formação humana integral do aluno se não houver a atuação do professor progressista imbuído da função ética-política transformadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The world was ravaged by the Covid-19 pandemic, causing: social isolation, school closures, increased educational and socioeconomic inequality and maintenance of structural duality. During this period, to reduce the impacts of the humanitarian crisis on Brasil education, non-face-to-face teaching was chosen. A fact that maintained educational regression, since most of the actors in the teaching-learning process were not familiar with techniques, tools and digital resources that mediate distance learning. In 2023, the National Digital Education Policy (PNED) was approved; therefore, we seek to identify how PNED can benefit digital literacy and the comprehensive training of high school students. To this end, a state-of-the-art qualitative integrative literature review was carried out, based on the concepts of Karl Marx, István Mészáros, Pierre Lévy, Ricardo Antunes, Ana Coscarelli, scientific research, PNED and others. The main conclusions of the research are that the policy in question is not the panacea for education in the information society, nor the solution to the unreformable, uncontrollable and incorrigible capital system in force; although its application can ensure contemporary rights necessary for the exercise of digital citizenship, it does not in itself lead to an integral human formation of the student if there is no action by a progressive teacher imbued with the transformative ethical-political function.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política Nacional de Educação Digital]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Letramento digital]]></kwd>
<kwd lng="pt"><![CDATA[Educação integral]]></kwd>
<kwd lng="en"><![CDATA[National Digital Education Policy]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Digital literacy]]></kwd>
<kwd lng="en"><![CDATA[Comprehensive education]]></kwd>
</kwd-group>
</article-meta>
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