¿Qué significa alfabetizar en datos para tí (educador/educadora) hoy?
Una autoetnografía colaborativa
DOI:
https://doi.org/10.21556/edutec.2023.86.2907Palabras clave:
Alfabetización crítica de datos, datificación, posicionamiento postdigital, educador/educadoraResumen
A pesar del avance en los marcos de alfabetización en datos, asociados a la discusión crítica del fenómeno de la datificación, las y los educadores se muestran inciertosal tener que trabajar en dichos temas. En parte ello se debe a la complejidad de las infraestructuras de datos que atraviesan la práctica educativa misma. En este contexto parece especialmente apropiado comprender los fenómenos discursivos, de construcción de la práctica profesional y por lo tanto del posicionamiento de las y los educadores alrededor de las problemáticas de la datificación en general, y del desarrollo de alfabetismos críticos en datos en particular, lo que llamamos "posicionamiento postdigital"
Este trabajo propone un análisis autoetnográfico colaborativo de las experiencias profesionales de las tres autoras, en tanto que educadoras.
Como mujeres de identidades migrantes complejas, con raíces en el Sur Global a la vez que portadoras de mestizajes europeos, nuestros caminos se cruzan a partir de un proyecto internacional donde elaboramos materiales y diseñamos actividades educativas. Nuestra historia se apoya en una base interseccional que permite expresar posicionalidades ricas, floridas de ejemplos y recursos que pueden ser caja de resonancia para la construcción de prácticas educativas agentivas en este campo de fuerzas de la postdigitalidad.
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