POTENTIAL OF HACKER EDUCATION FOR CREATING INCLUSIVE LEARNING ENVIRONMENTS IN SCHOOL CONTEXTS

Abstract

 Taking as a reference the experiences built throughout the period of execution of the intervention and research project “Conexão Escola Mundo” - which integrated a group of students, teachers and researchers in Florianópolis and Salvador throughout the years 2017-2022, this article problematizes and discusses the current need for pluralization of the term education, while at the same time building fundamentally inclusive school training environments based on human rights education from the perspective of hacker education. The theoretical studies carried out included authors who investigate the role of the school as a social institution that can play a strategic role in fostering citizenship in the present time and who emphasize the importance of teaching work developed in a collaborative regime aiming at continuous training processes. The methodological option involved the production of data through interviews and transcriptions followed by cycles of individual and collective coding and analysis. These data are also what have been supporting the efforts of researchers involved in the project in different analytical approaches after its conclusion. Among the potentialities identified within the scope of this research are the feedback of social networks between young students and between these and their teachers; the establishment of horizontal processes of knowledge exchange and production; and the strengthening of a civic, conscious and active stance in the face of the asymmetries inherent to the contemporary sociocultural context marked by the insertion of digital technologies.