Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism

Detalhes bibliográficos
Autor(a) principal: Joaquim, Bruno
Data de Publicação: 2021
Outros Autores: Pesce, Lucila
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da FAEEBA (Online)
Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/11750
Resumo: This article is a theoretical-conceptual study, which discusses the concepts of innovation, digital inclusion and lifelong education. Considering the COVID-19 pandemic, the discussion around innovation and technology, in relation to the binomial inclusion/digital exclusion, has grown. It highlights the latency of social inequality revealed by the digital exclusion and the reflection on the way in which hypermedia language has been inserted in different school contexts. In the educational field, the concepts of innovation, digital inclusion and lifelong education have been presented as arenas of semantic dispute between antagonistic conceptions. The hegemonic pole situates such concepts from an instrumental rationality, with an economic, individualistic, and authoritarian perspective. The pole of resistance places its meanings under a humanistic approach, of subversion of power relations, to build a democratic society. This study aims to contribute to the field of education and communication, by proposing an analytical key to the concepts, in times of pandemic and the upsurge in authoritarianism.
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spelling Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianismInnovación, inclusión digital y educación permanente: perspectivas controvertidas en el contexto de la pandemia de COVID-19 y del creciente autoritarismoInovação, inclusão digital e educação ao longo da vida: perspectivas em disputa no contexto de pandemia da COVID-19 e de um crescente autoritarismoinnovationdigital inclusionlifelong educationinnovacióninclusión digitaleducación a lo largo de la vidainovaçãoinclusão digitaleducação ao longo da vidaThis article is a theoretical-conceptual study, which discusses the concepts of innovation, digital inclusion and lifelong education. Considering the COVID-19 pandemic, the discussion around innovation and technology, in relation to the binomial inclusion/digital exclusion, has grown. It highlights the latency of social inequality revealed by the digital exclusion and the reflection on the way in which hypermedia language has been inserted in different school contexts. In the educational field, the concepts of innovation, digital inclusion and lifelong education have been presented as arenas of semantic dispute between antagonistic conceptions. The hegemonic pole situates such concepts from an instrumental rationality, with an economic, individualistic, and authoritarian perspective. The pole of resistance places its meanings under a humanistic approach, of subversion of power relations, to build a democratic society. This study aims to contribute to the field of education and communication, by proposing an analytical key to the concepts, in times of pandemic and the upsurge in authoritarianism.Este artículo es un estudio teórico-conceptual, con el objetivo de discutir los conceptos de innovación, inclusión digital y educación a lo largo de la vida. En medio a la pandemia de COVID-19, se perfila la discusión en torno a la innovación y la tecnología, en la relación con el binomio inclusión / exclusión digital. Destaca la latencia de la desigualdad social que revela la exclusión digital y la reflexión sobre la forma en que el lenguaje hipermedia se ha insertado en diferentes contextos escolares. En el debate educativo, los conceptos de innovación, inclusión digital y educación a lo largo de la vida se han presentado como escenarios de disputa semántica entre concepciones antagónicas. El polo hegemónico busca situar tales conceptos desde una racionalidad instrumental, con un sesgo económico, individualizador y autoritario. El polo de resistencia coloca sus significados bajo un enfoque humanista, de subversión de las relaciones de poder, para construir una sociedad democrática. Este estudio busca contribuir al campo de la educación y la comunicación, proponiendo una clave analítica de los conceptos mencionados, en tiempos de pandemia y recrudecimiento del autoritarismo.O artigo situa-se como um estudo teórico-conceitual, que objetiva discutir os conceitos de inovação, inclusão digital e educação ao longo da vida. Em meio à pandemia do COVID-19, a discussão em torno de inovação e tecnologia, na relação com o binômio inclusão/exclusão digital, vem ganhando corpo. Demarca a latência da desigualdade social desvelada pela exclusão digital e a reflexão sobre o modo como a linguagem hipermídia é inserida nos diferentes contextos escolares. No debate educacional, os conceitos de inovação, inclusão digital e educação ao longo da vida vêm se apresentando como arenas de disputa semântica entre concepções antagônicas. O polo hegemônico procura situá-los a partir de uma racionalidade instrumental, com viés econômico, individualizante e autoritário. O polo de resistência posiciona seus significados sob enfoque humanístico, de subversão das relações de poder, com vistas à construção de uma sociedade democrática. Este estudo procura contribuir para o campo da educação e comunicação, ao propor uma chave analítica para os conceitos supracitados, em tempos de pandemia e recrudescimento do autoritarismo.UNEB2021-11-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1175010.21879/faeeba2358-0194.2021.v30.n64.p107-119Revista da FAEEBA - Educação e Contemporaneidade; v. 30 n. 64 (2021): Revista da FAEEBA - Educação e Contemporaneidade; 107-1192358-01940104-704310.21879/faeeba2358-0194.v30.n64reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/11750/8974Copyright (c) 2021 Bruno Joaquim, Lucila Pesce (Autor)info:eu-repo/semantics/openAccessJoaquim, BrunoPesce, Lucila2022-02-18T00:34:34Zoai:ojs.revistas.uneb.br:article/11750Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2022-02-18T00:34:34Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false
dc.title.none.fl_str_mv Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
Innovación, inclusión digital y educación permanente: perspectivas controvertidas en el contexto de la pandemia de COVID-19 y del creciente autoritarismo
Inovação, inclusão digital e educação ao longo da vida: perspectivas em disputa no contexto de pandemia da COVID-19 e de um crescente autoritarismo
title Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
spellingShingle Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
Joaquim, Bruno
innovation
digital inclusion
lifelong education
innovación
inclusión digital
educación a lo largo de la vida
inovação
inclusão digital
educação ao longo da vida
title_short Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
title_full Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
title_fullStr Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
title_full_unstemmed Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
title_sort Innovation, digital inclusion and lifelong education: opposing conceptual perspectives amidst the COVID-19 pandemic and rising autoritarianism
author Joaquim, Bruno
author_facet Joaquim, Bruno
Pesce, Lucila
author_role author
author2 Pesce, Lucila
author2_role author
dc.contributor.author.fl_str_mv Joaquim, Bruno
Pesce, Lucila
dc.subject.por.fl_str_mv innovation
digital inclusion
lifelong education
innovación
inclusión digital
educación a lo largo de la vida
inovação
inclusão digital
educação ao longo da vida
topic innovation
digital inclusion
lifelong education
innovación
inclusión digital
educación a lo largo de la vida
inovação
inclusão digital
educação ao longo da vida
description This article is a theoretical-conceptual study, which discusses the concepts of innovation, digital inclusion and lifelong education. Considering the COVID-19 pandemic, the discussion around innovation and technology, in relation to the binomial inclusion/digital exclusion, has grown. It highlights the latency of social inequality revealed by the digital exclusion and the reflection on the way in which hypermedia language has been inserted in different school contexts. In the educational field, the concepts of innovation, digital inclusion and lifelong education have been presented as arenas of semantic dispute between antagonistic conceptions. The hegemonic pole situates such concepts from an instrumental rationality, with an economic, individualistic, and authoritarian perspective. The pole of resistance places its meanings under a humanistic approach, of subversion of power relations, to build a democratic society. This study aims to contribute to the field of education and communication, by proposing an analytical key to the concepts, in times of pandemic and the upsurge in authoritarianism.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/11750
10.21879/faeeba2358-0194.2021.v30.n64.p107-119
url https://www.revistas.uneb.br/index.php/faeeba/article/view/11750
identifier_str_mv 10.21879/faeeba2358-0194.2021.v30.n64.p107-119
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/11750/8974
dc.rights.driver.fl_str_mv Copyright (c) 2021 Bruno Joaquim, Lucila Pesce (Autor)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Bruno Joaquim, Lucila Pesce (Autor)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNEB
publisher.none.fl_str_mv UNEB
dc.source.none.fl_str_mv Revista da FAEEBA - Educação e Contemporaneidade; v. 30 n. 64 (2021): Revista da FAEEBA - Educação e Contemporaneidade; 107-119
2358-0194
0104-7043
10.21879/faeeba2358-0194.v30.n64
reponame:Revista da FAEEBA (Online)
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instname_str Universidade do Estado da Bahia (UNEB)
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reponame_str Revista da FAEEBA (Online)
collection Revista da FAEEBA (Online)
repository.name.fl_str_mv Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)
repository.mail.fl_str_mv revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br
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