Digital Critical Pedagogy: Describing Paths to Digital Equity

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Published: Nov 23, 2023
DOI: https://doi.org/10.18844/gjit.v13i2.9123

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Ana Carius
Petropolis Catholic University, Benjamin Constant 213, Petropolis and 25610-130, Brazil
https://orcid.org/0000-0002-7284-665X
Fabiana Rodrigues Scartoni
Petropolis Catholic University, Barão de Amazonas, Petropolis and 25610-130, Brazil.

Abstract

This work aims to analyse the speed of implementation of pedagogical practices during the COVID-19 pandemic without concern for the specificities inherent to education for the popular classes, seeking to answer the following guiding question: Is it necessary a revisit to the concept of Paulo Freire's Critical Pedagogy in digital times, to provide the digital equity of the popular classes through education? An exploratory and qualitative case study was carried out with educational actors. Based on this study, it was possible to observe that the pedagogical practices used during the period when schools were closed did not corroborate the wishes of the actors involved and, therefore, led to an expansion of social inequality through the existing digital inequality. Consequently, it is necessary to rescue Freire's teachings, modifying pedagogical practices in this new scenario towards digital equity.


Keywords: Critical Pedagogy; digital equity; educational technology; popular classes; qualitative study.

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How to Cite
Carius, A., & Scartoni, F. R. (2023). Digital Critical Pedagogy: Describing Paths to Digital Equity. Global Journal of Information Technology: Emerging Technologies, 13(2), 100–112. https://doi.org/10.18844/gjit.v13i2.9123
Issue
Vol. 13 No. 2 (2023): October
Section
Articles
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