Práticas de leitura acadêmica digital dos estudantes do ensino médio venezuelano: Reflexões desde a Teoria da Ação Comunicativa e os letramentos acadêmicos digitais

Abstract

This study aims to describe the digital academic reading practices employed by 4th-year high school students at the Unidad Educativa Nacional Don Rómulo Gallegos in Venezuela, based on their experiences. To this end, it is based on Jürgen Habermas' Theory of Communicative Action and New Literacy Studies, with an emphasis on academic literacy. The research adopts a qualitative approach anchored in the interpretative-critical paradigm and uses Habermasian hermeneutics as the method of analysis. The data were constructed from three discussion group meetings with five students. The results reveal that participants perceive digital academic reading as a process that involves navigation, understanding, and interaction with academic texts and other digital content, favoring the construction of knowledge and critical thinking. Three perspectives of digital academic reading were identified: technical-instrumental, practical and interpretative, and reflective, critical and emancipatory. The findings suggest that students demonstrate potential for emancipation by recognizing reading as communicative and sociocultural action, expanding their participation and critical action beyond the school environment.