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CHAPTER THIRTY-SEVEN

Appropriate/Critical Educational Technology Within Freire’s Framework, Toward Overcoming Social Exclusion

BEATRIZ LIDIA FAINHOLC

INTRODUCTION

The intent of the socio-cultural-educational approach for public policies is to strengthen social inclusion—an alternative to the existing lines. In general, this characterizes Latin American education. This approach provides a comprehensive framework and the cross perspective in face-to-face and virtual educational programs applying Freire’s Pedagogy and Cultural and Social Studies. This gives us inputs to contribute—under the umbrella of the Appropriate and Critical Education and Technology approaches—to the construction of a substantive equity and conviviality, by the concise application of ICT networks and derivative devices, articulated with its collaborative, dialogic, and participatory Freirean methodologies.

The combination with other pedagogical issues, such as problem-based learning methodology, self/peer evaluation, community designs of programs, learning centered in the students, should be the pillars of the decision makers of public policies, managers, professors, and tutors. These decision makers, by training, will recognize critical alternatives to the linear model of understanding the reality to replace them with situated and distributed, systemic-holistic and socio-technological approaches. ← 567 | 568 →

These interpretations are the result of experiences in Argentinean training of future professors, stressing the conditions of production and use of knowledge, more and more mediated by ICT, to improve the inclusion and use of emancipator proposals.

The teaching and learning in the digital culture are run by technological mediations and virtual networks beyond schools and...