Ecologías digitales y educaciónuna mirada desde las sensibilidades sociales

Resumo

Two concurrent phenomena contribute to complexify theunderstanding of teaching practices permeating the educational realm andcharacterizing some of the salient features of the societal structuration processesof the 21st century. These are: the phenomenal expansion of ICTs inall domains of human interactions, particularly within the educationalsphere; and simultaneously, the growing centrality of emotions in societies,as part of what some authors term the colonization of the internal planet(Scribano, 2021). Addressing certain inquiries arising from the intersectionof these two current trends, the present chapter aims to comprehend theconstructions of social sensibilities linked to the deployment of ICTs in teachingprocesses. To achieve this, we draw upon contributions from a sociologyof sensibilities to establish a general problematization framework forthe body/emotion, education, and Societies 4.0 relationship. Subsequently,we contextualize the «digital ecology» permeating the educational landscapein Argentina, particularly in reference to higher education (university),through the presentation of secondary data and the outcomes of a self--administered questionnaire applied to a sample of educators from anArgentine university. Lastly, we delve into the experiences of educatorsfrom this same university (in-depth interviews) to analyze their perceptions regarding ICT-mediated teaching and learning processes, especially acceleratedduring the COVID-19 pandemic. In the conclusions, we propose to«interconnect» the various puzzle pieces presented, emphasizing the connections/disconnections between digital ecologies and deployed sensibilitiesas key aspects to highlight a comprehensive analytical proposition forunderstanding the education re-structuring processes.