La lectura, la creación textual y la alteridad en el marco de una didáctica digital

Abstract

Currently, the digital ecosystem permeates the teaching routine regardless of the school level to which it refers, so much so that didactic confront divers paradigms of understanding between the digital and the physical in the classroom. For this reason, this paper aims to discern the constituent elements that give an epistemological basis to a digital didactics, so that by overcoming instrumentalist and dichotomous understandings, a holistic understanding can be consolidated from the budget of communicative action as a condition of possibility of the digital culture. To accomplish this task, this paper presents the findings of a qualitative research process with an ethnographic design of a virtual type that allowed us to conclude the relationship between critical reading, textual creation and virtual otherness as foundational elements of the didactic exercise in some students belonging to public sector secondary education in Bogotá.