Title:	CRITICAL ANALYSIS OF THE BRAZILIAN NATIONAL DIGITAL EDUCATION POLICY (PNED) IN THE CONTEXT OF DIGITAL TRANSFORMATION
Author(s):	Michele Pignatari de Mello and Adriana Backx Noronha Viana
ISBN:	978-989-8704-73-3
Editors:	Adriana Backx Noronha Viana and Pedro Isaías
Year:	2025
Edition:	Single
Keywords:	Digital Education, PNED, Digital Competences; UNESCO, DigComp, Digital Transformation
Type:	Regular Paper
First Page:	50
Last Page:	55
Language:	English
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Paper Abstract:	Digital transformation is modifying society in many different aspects. As educational institutions face difficulties in adapting to the demands of a digitally driven society, there is an increasing dissonance between digital competences developed within these institutions and those required by the job market, which threatens the employability of recent graduates. This study critically examines Brazil's National Digital Education Policy (PNED), Law No. 14.533/2023, through an exploratory documentary analysis based on two international frameworks: the UNESCO's Global Framework for Digital Literacy and the European DigComp 2.2 for Citizens. The main objective is to assess how digital competences are addressed and to what extent they respond to the demands of digital transformation. A map of the PNED's coverage concerning digital transformation demands was provided, indicating that the law addresses technical training programs and prioritizes digital inclusion of vulnerable populations. However, the law shows a lack of competences related to the responsible use of technology, including the evaluation of information sources, the identification of misinformation, and ethical action. Furthermore, data-driven reasoning and decision-making are not explicitly incorporated into the policy. The results suggest the need for more specific pedagogical guidelines to ensure the responsible integration of digital technologies in education, thus supporting a sustainable development of society.
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