DIGITAL LITERACY IN EARLY CHILDHOOD EDUCATION

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION FRAMEWORKS

Authors

DOI:

https://doi.org/10.17564/2316-3801.2026v13n1p326-339

Abstract

This article analyzes the right to digital literacy in Early Childhood Education in light of the frameworks of the United Nations Educational, Scientific and Cultural Organization (UNESCO) on Media and Information Literacy (MIL) and digital technologies, considering their implications for educational public policies. The study is based on the theoretical assumptions of Paulo Freire (2021) and Magda Soares (2007), articulating the concept of literacy with the transformations of digital culture. This is a qualitative documentary research, based on the analysis of six official documents published between 2013 and 2024: the MIL Policy and Strategy Guidelines; the MIL Curriculum for Teachers; the Global MIL Assessment Framework; the report Reimagining Our Futures Together; the GEM Report; and the Guidance for Generative AI in Education. The analysis was structured into three categories: technological conception, teacher's role, and public policies. The results indicate that digital literacy is conceived as a contemporary human right, transcending technical mastery to encompass critical and ethical dimensions essential to citizenship from childhood. It is concluded that the analyzed frameworks provide robust support for guiding mediated pedagogical practices and educational policies aimed at ensuring equity in Brazilian Early Childhood Education.

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Published

2026-11-05

How to Cite

DE OLIVEIRA GOMES, K. C., de Oliveira Gomes, L. M., dos Santos Andrade , L. R., & Sobral, M. N. (2026). DIGITAL LITERACY IN EARLY CHILDHOOD EDUCATION: UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION FRAMEWORKS. Interfaces Científicas - Humanas E Sociais, 13(1), 326–339. https://doi.org/10.17564/2316-3801.2026v13n1p326-339

Issue

Vol. 13 No. 1 (2026): Fluxo Contínuo

Section

Artigos

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