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Abstract(s)
Com o constante avanço das tecnologias e uma sociedade caraterizada pelas ligações
em rede, a cidadania digital tornou-se uma preocupação dos governos a nível nacional e
internacional. Tal como na cidadania comum, os cidadãos digitais têm direitos, mas
necessitam observar regras, ser ativos e participativos, e contribuir para o bem-estar de todos.
Desta forma, podem participar, comunicar, interagir e partilhar com cidadãos de todo
mundo, sentindo que são cidadãos de uma sociedade mais ampla, a sociedade global. Como
elementos integrantes desta sociedade, devem tentar apropriar-se dos problemas do mundo
e serem cidadãos preocupados e internacionais, devendo envolver-se ativamente na
sociedade global e contribuir de forma proativa para um mundo mais justo, pacífico,
sustentável, tolerante, seguro e inclusivo. Logo, é a partir de uma cidadania digital crítica,
ativa e participativa e do envolvimento dinâmico dos cidadãos em problemas e questões
globais que surge uma nova forma de cidadania. Na educação, as instituições educativas
tentam preparar os alunos para esta nova cidadania. No entanto, para que se torne eficaz,
também os professores necessitam estar dotados de competências e caraterísticas que lhes
permitam enfrentar os novos desafios. De entre outras caraterísticas, estes necessitam ser
inovadores, qualificados, transformadores, participativos, facilitadores da investigação
crítica e do desenvolvimento de capacidades, atitudes e valores que promovam mudanças
sociais para o bem da humanidade. Devem ainda usar as ferramentas ao seu alcance para
expandir as experiências dos seus alunos, apetrechando-os das competências requeridas por
esta nova realidade. Para tal, e de forma virtual, física ou híbrida, podem colaborar e cooperar
com outros professores a nível global, criando ou participando em projetos de cariz
internacional relacionados com as temáticas globais, tendo em vista o desenvolvimento de
uma cidadania digital global. Partindo desse pressuposto, o objetivo principal deste estudo é
analisar o contributo dos projetos internacionais de intercâmbio para o desenvolvimento da
cidadania digital global nos docentes. Para a realização da investigação optou-se por um
estudo de natureza descritiva-exploratória, cujo instrumento de recolha de dados foi o
inquérito por questionário. De acordo com os resultados obtidos os projetos internacionais
de intercâmbio contribuem de forma positiva para o desenvolvimento de competências de
cidadania digital global nos docentes. No entanto, estes consideram que desenvolvem mais
as competências dos alunos do que as suas próprias competências e que, apesar de não
desenvolverem significativamente as questões ou os problemas da cidadania digital global,
o seu desenvolvimento é muito importante.
With the constant evolution of technologies and an increasingly networked society, digital citizenship has become a concern of governments at national and international levels. As well as the common citizens, digital citizens have rights, but need to observe rules, be active and participatory, and contribute to the common well-being. This way, they can participate, communicate, interact, and share with citizens from all over the world, feeling they are citizens of a wider society, the global society. As part of this society, they should try to involve themselves in the world’s problems and be concerned and international citizens and should actively engage in the global society and proactively contribute to a more just, peaceful, sustainable, tolerant, safe, and inclusive world. Therefore, and due to a critical, active, participatory digital citizenship and to the dynamic involvement of citizens in global problems, a new citizenship is emerging. In education, educational institutions are trying to prepare students for this new citizenship. However, for it to become effective, teachers also need to be equipped with skills and abilities that allow them to face new challenges. Among other characteristics, teachers should be innovative, qualified, transformative, participatory, facilitators of critical research and the development of skills, promoting attitudes, and values that encourage social changes for the good of humanity. They should also use the tools at their disposal to expand their students' experiences, equipping them with the skills required by this new reality. For such, and in a virtual, physical or hybrid way, they can collaborate and cooperate with other teachers at a global level, creating or participating in international projects related to global topics, aiming at developing a global digital citizenship. Thus, the main objective of this research is to analyse the contribution of international exchange projects to the development of teachers’ global digital citizenship. To carry out this study, a descriptive-exploratory methodology was adopted, using the online survey as a data collection method. According to the results obtained, international exchange projects contribute positively to the development of global digital citizenship skills in teachers. Nevertheless, they consider that they develop their students’ competences more than their own. Although teachers do not significantly develop the topics of global digital citizenship, they consider that their development is very important.
With the constant evolution of technologies and an increasingly networked society, digital citizenship has become a concern of governments at national and international levels. As well as the common citizens, digital citizens have rights, but need to observe rules, be active and participatory, and contribute to the common well-being. This way, they can participate, communicate, interact, and share with citizens from all over the world, feeling they are citizens of a wider society, the global society. As part of this society, they should try to involve themselves in the world’s problems and be concerned and international citizens and should actively engage in the global society and proactively contribute to a more just, peaceful, sustainable, tolerant, safe, and inclusive world. Therefore, and due to a critical, active, participatory digital citizenship and to the dynamic involvement of citizens in global problems, a new citizenship is emerging. In education, educational institutions are trying to prepare students for this new citizenship. However, for it to become effective, teachers also need to be equipped with skills and abilities that allow them to face new challenges. Among other characteristics, teachers should be innovative, qualified, transformative, participatory, facilitators of critical research and the development of skills, promoting attitudes, and values that encourage social changes for the good of humanity. They should also use the tools at their disposal to expand their students' experiences, equipping them with the skills required by this new reality. For such, and in a virtual, physical or hybrid way, they can collaborate and cooperate with other teachers at a global level, creating or participating in international projects related to global topics, aiming at developing a global digital citizenship. Thus, the main objective of this research is to analyse the contribution of international exchange projects to the development of teachers’ global digital citizenship. To carry out this study, a descriptive-exploratory methodology was adopted, using the online survey as a data collection method. According to the results obtained, international exchange projects contribute positively to the development of global digital citizenship skills in teachers. Nevertheless, they consider that they develop their students’ competences more than their own. Although teachers do not significantly develop the topics of global digital citizenship, they consider that their development is very important.