Alfabetización digital crítica para los derechos humanos y la cultura de paz reconfigurando la praxis docente a través de la reflexión acción

Abstract

The general objective of this study was to reconfigure teaching practices at the Soledad María Auxiliadora Industrial Technical Educational Institution by incorporating Critical Digital Literacy (CDL) oriented towards human rights and a culture of peace, through reflective-action pedagogical processes. The research was conducted using a Participatory Action Research (PAR) approach, which allowed for the active involvement of five teachers in a process of diagnosis, design, implementation, and evaluation of a contextualized pedagogical strategy. Data collection techniques included focus groups, participant observation, and participatory workshops, which facilitated the understanding of the conceptions, practices, and transformations in teaching practice. Among the main findings, it was evident that teachers initially held an instrumental view of digital literacy, focused on the technical use of tools, but progressively moved toward a critical understanding that integrates information analysis, ethical reflection, and civic education. Significant changes in pedagogical practices were also identified, notably the incorporation of strategies that promote critical thinking, the responsible use of information, and the building of a culture of peace in the classroom. The implementation of the pedagogical strategy allowed for a reconfiguration of teaching practices, strengthening teachers' role as critical mediators of learning and demonstrating the relevance of linking critical digital literacy with human rights and peace culture approaches as a strategy for educational transformation.