Resumo (EN)
The citizens´ profile that digital society desires
and needs is someone who gets committed
to his/her initiative and participation in critical,
creative, collaborative and transformative ways.
This digital, cultural, political and educational
scenario requires professionals to develop critical
and self-critical attitude (FREIRE, 2005;
MENEZES DE SOUZA, 2011; MONTE MÓR,
2013) in the citizens-learners´ social practices.
This way, research in critical literacies in distant
learning is highlighted. This paper aims
at presenting a range of perspectives about
what being critical is. It is the result of a research
in pluralized literacies (COPE, KALANTZIS,
2012; GEE, 2004; LANKSHEAR, KNOBEL,
2013, 2007, 2006, 2003, among others),
whose methodology is qualitative, interpretive
and exploratory. Conceptions of critique constitute
the main theoretical basis of this paper.
The discussion in question provides examples
of tasks produced by learners through the
Moodle. The research outcome points to the
need to be digitally fluent with a variety of abilities.
However, the ability to be critical permeates
all the other skills. To conclude, this research
sought to include and reinforce that critique
is contextualized and, similarly, ways to act
in the digital medium are social-historically
situated.