Epistemic transformations and ethical-political debates in the new socio-technical conditions.
Dr. Inés Dussel
The overwhelming presence of digital media is changing the modes of production, archiving and circulation of knowledge, and particularly affects schools and teacher formation - as sites that deal centrally with language and knowledge.
In this conference, I want to reflect on what I observed in different research conducted in schools in Argentina and Mexico on the effects of digitality in schools, and on the challenges that arise in teacher formation. One of the issues that emerge from research is that digital media organize other hierarchies and ways of validating knowledge. I am interested in concentrating on two trends: the displacement of research activities to the search for information, and the privilege of images in the new attention economy. My argument is that, despite its great promises, the dissemination of digital media in education seems to have problematic effects on the processes of appropriation of knowledge and on the construction of democratic parameters for life in common. However, there are also some possibilities and margins for freedom. For example, it can be seen that pedagogical traditions and institutional strategies that value rigorous work with languages and disciplinary knowledge allow students more meaningful and autonomous uses with digital media. These works highlight the importance of pedagogy in their position on socio-technical changes, and the need to rethink teacher formation both in the knowledge they rank and in their pedagogical strategies.