Fluência digital: diferenças e similaridades entre a literatura, instituições de ensino e a prática de mercado empresarial

Abstract

The speed of the digital transformation phenomenon presents challenges in the qualification of the workforce in terms of skills and identification of a high-performance profile. The literature presents a gap in the multisectoral analysis of digital fluency focused on business market practice. This research, of content analysis under a qualitative paradigm of data collection and treatment, has the general objective of analyzing and triangulating contrast between four perspectives regarding digital fluency: 27 definitions and context analysis through process of systematic review of literature, self-declaration of professional competences, considering sample profiles of 83,767 financial analysts and 2,510 controllers, pedagogical project through education curriculum from 7 teaching institutions and interviews with 9 human resources professionals. The main findings are: in common for all aspects analyzed there is a difference between literacy (technological execution) and digital fluency (linked to analytical-critical capacity). There is variation in the perception of relevance of fluency characteristics, the main one for each sector: “continuous learning”, according to the literature, “analytical capacity”, competence most declared by professionals, “critical thinking”, competence in highlight for accounting education and “practical impact”, in the business perspective. There is a trend in the organizational selection process, having digital literacy as a mandatory requirement and digital fluency as a highlight among candidates. As a social contribution, indication of ways to enhance the curriculum of professionals and educational institutions. The contributions in the theoretical field are the use of the Institutional Theory/Isomorphism in the observation of hiring trends, caused by the digital transformation, and expansion of the concept of the digital fluency phenomenon.