MEDIA LITERACY IN BRAZILIAN PUBLIC SCHOOLS: A SYSTEMATIC REVIEW OF SCIENTIFIC PRODUCTION (2015–2025)
DOI:
https://doi.org/10.66104/ndadez91Keywords:
Media Literacy, Digital Culture, Public School, Teacher Training, BNCCAbstract
The technological transformations of recent decades have brought about significant changes in
communication, production, and circulation of knowledge in contemporary society. The expansion of
the internet, social networks, and digital platforms has consolidated a scenario marked by the
intensification of information flows and the constant presence of Information and Communication
Technologies (ICTs) in daily social life. In this context, digital culture has come to directly influence
different dimensions of social life, including educational processes, requiring the development of
skills related to the critical and reflective use of media and digital technologies. Given this scenario,
media literacy emerges as a relevant educational approach for the formation of citizens capable of
understanding, analyzing, and critically interpreting the information circulating in digital environments.
By stimulating critical thinking, intellectual autonomy, and civic participation, this educational
perspective contributes to preparing students to deal with the challenges of contemporary society,
marked by informational abundance, the circulation of misinformation, and the growing influence of
digital platforms in mediating access to knowledge. In this context, the present study aimed to
analyze Brazilian scientific production published between 2015 and 2025 on media literacy in the
school environment, focusing on the context of public schools, seeking to identify theoretical trends,
methodological approaches, and challenges related to the integration of digital culture into
pedagogical practices. To this end, a systematic literature review was conducted, searching
academic databases such as SciELO, Google Scholar, and the CAPES Periodicals Portal, using
descriptors related to the investigated theme. The selected studies were analyzed using content
analysis techniques, allowing the identification of recurring thematic categories. The results indicate
advances in educational policies focused on digital culture, but also highlight challenges related to
technological infrastructure, access to technologies, and teacher training for the pedagogical use of
media.
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Copyright (c) 2026 Joilma Abreu Cabral do Vale, Marluce Evangelista Carvalho Zacariotti, Geovany Braga Soares, George Lauro Ribeiro de Brito, Jefferson da Silva Marques
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