EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA

Paulo Boa Sorte; Cristiane Vicentini

doi:10.22481/praxisedu.v16i39.6374

Autores/as

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

Palabras clave:

Educación, Justicia social, Era post-digital

Resumen

Este artículo se centra en la educación para la justicia social en el área post-digital. Hoy, los sentimientos comunes de desencanto y escepticismo sobre la tecnología se expresan en las elecciones de los maestros para usar o prescindir del uso de tecnologías avanzadas en sus aulas, ya sea porque no tienen acceso a ellas o porque no se les ha enseñado (ni siquiera capacitado) ) para usarlos. Del lado de los estudiantes, la post-verdad y la desinformación han oscurecido la forma en que se debe considerar el contenido y sus relaciones con el mundo. Definimos la educación para la justicia social, dados los estudios significativos y sustanciales en el campo (FREIRE, 1974/2010; MCDONALD, 2005, 2007, MCDONALD & ZEICHNER, 2009; LEONARD ET AL, 2010; AGARVAL ET AL, 2010; DE OLIVEIRA, 2013 ) También profundizamos conceptos que consideramos esenciales para enfrentar los problemas de la era post-digital: (i) atención al neoliberalismo y sus impactos en la educación para la justicia social (HURSH, 2005; COCHRAN-SMITH ET AL, 2009; SLEETER, 2009; MILNER, 2010); (ii) atención a la raza, el racismo y la demanda de educación contra la opresión (LADSON-BILLINGS AND TATE, 1995; KUMASHIRO, 2000, 2001; BANKS, 2001; RICHERT ET AL, 2009; YOUNG, 2010 ; SLEETER, 2017). Nuestras conclusiones se centran en la era post-digital, cuando el acceso a los datos y la última tecnología sigue siendo limitado para aquellos en posiciones de poder. Los maestros y educadores deben esforzarse por crear entornos que fomenten la exposición a perspectivas que incluyan grupos marginados y permitan una mayor comprensión de una variedad de etnias, culturas, antecedentes socioeconómicos y orientaciones sexuales.

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Biografía del autor/a

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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