Postdigital education: an approach from critical and media pedagogy for a post-COVID19 context

Abstract

The article focuses on an analytical, organised and grounded reflection on the concept of postdigital in its relation to education in the contemporary context. This reflective exercise on the idea of postdigital education takes precedence in its projection towards a post-COVID19 social stage and its links with the notions of bio-informational capitalism and the bio-political production of knowledge. The COVID-19 pandemic has marked a social turning point, as the technical reports of the European Commission point out, and inaugurates an era of chained imbalances that we, as a society, must face. From academia, we maintain the challenge of understanding and transforming contemporary educational action as a whole, both online and offline. This article seeks to analyse the premises of the present cultural logic derived from hegemonic political development and to promote an educational perspective consistent with the times. The approach of postdigital pedagogies favours an exercise of understanding reality and a critical and transformative proposal of the same. This represents an approach integrally related to the concern for teacher training, praxis and reflection both communicative and pedagogical, connecting with educommunicative studies and critical media education and multiple literacies.