EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA

Paulo Boa Sorte; Cristiane Vicentini

doi:10.22481/praxisedu.v16i39.6374

Autores

Paulo Boa Sorte Universidade Federal de Sergipe – Brasil http://orcid.org/0000-0002-0785-5998
Cristiane Vicentini University of Miami – Estados Unidos da América http://orcid.org/0000-0002-2501-0315

DOI:

https://doi.org/10.22481/praxisedu.v16i39.6374

Palavras-chave:

Educação, Justiça social, Era pós-digital

Resumo

Este artigo discute a educação para a justiça social na era pós-digital. Hoje em dia, sentimentos comuns de desencanto e ceticismo com a tecnologia são expressos pelas escolhas dos professores em usar ou dispensar tecnologias avançadas em suas salas de aula, seja porque não têm acesso a elas ou porque não foram ensinados (nem mesmo treinados) para fazê-lo. Do lado dos alunos, pós-verdade e desinformação têm obscurecido a maneira como os conteúdos e suas relações com o mundo precisam ser considerados. Definimos educação para a justiça social, a partir dos estudos significativos e substanciais da área (FREIRE, 1974/2010; MCDONALD, 2005, 2007, MCDONALD E ZEICHNER, 2009; LEONARD ET AL, 2010; AGARVAL ET AL, 2010; DE OLIVEIRA, 2013). Também aprofundamos concepções que consideramos essenciais para enfrentar os problemas da era pós-digital: (i) atenção ao neoliberalismo e seus impactos na educação para a justiça social (HURSH, 2005; COCHRAN-SMITH ET AL, 2009; SLEETER, 2009 ; MILNER, 2010); (ii) atenção à raça, racismo e uma reivindicação por educação anti-opressora (LADSON-BILLINGS E TATE, 1995; KUMASHIRO, 2000, 2001; BANKS, 2001; RICHERT ET AL, 2009; YOUNG, 2010; SLEETER, 2017). Nossas conclusões são direcionadas à era pós-digital, quando o acesso a dados e às mais recentes tecnologias permanecem limitados àqueles em posições de poder. O professor e os educadores podem se envolver na criação de ambientes que incentivem a exposição a perspectivas que incluam grupos marginalizados e permitam uma maior compreensão de uma variedade de etnias, culturas, origens socioeconômicas e orientações sexuais.

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Biografia do Autor

Paulo Boa Sorte, Universidade Federal de Sergipe – Brasil

Ph.D. in Applied Linguistics and Language Studies from the Pontifical Catholic University of São Paulo, Brazil (PUC-SP). Tenured Professor at the Department of Foreign Languages and the Graduate School of Education of the Federal University of Sergipe, Brazil (UFS). Currently holds Post-doctoral studies at the University of Miami, Florida, USA. At UFS, he is the leader of the research group TECLA: Tecnologias, Educação e Linguística Aplicada [Technologies, Education and Applied Linguistics].

Cristiane Vicentini, University of Miami – Estados Unidos da América

Graduate Research Assistant and Ph.D. Student in Language and Literacy Learning in Multilingual Settings at the University of Miami, United States of America. She earned an M.A. in TESOL from Hawaii Pacific University, and an M.S. in Instructional Design and Technology from the University of Tampa.

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