Disidencia artística frente al control digital en la formación de maestras

Abstract

The new contemporary relationship frameworks are characterized by the digitalization of any aspect of the human experience. In this work we return to some critical literacy practices developed during initial teacher training that seek to denaturalize these changes and the dangers to which we are subjected. Through a microetnographic approach we recover three fragments of training experience based on artistic practices and developed together with future teachers. These actions show the relevance of an initial teacher training that problematizes the supposed technological neutrality, as well as the control and surveillance to which the digital field submits us.