Pedagogia critica e contro-egemonia. Forme di praxis nella società delle piattaforme

In recent years, different research areas and traditions have focused on the implementation of pedagogical processes that can favour the development of critical literacy regarding the role of data and algorithms in social life. In this scenario, critical pedagogy has emerged as a methodological and educational framework for addressing the hegemonic power of digital platforms and their owners. Within this framework, this article aims to propose new trajectories for developing critical pedagogy in relation to digital platforms. Specifically, it explores three initiatives: I. auto-ethnographic diaries, II. a dissemination art exhibition, and III. interactive workshops, which are considered as action-research, dissemination, and teaching practices aimed at fostering critical data and algorithmic literacy. I argue that these initiatives represent forms of counter-hegemonic praxis, which can reverse hegemonic learning dynamics, disrupt normalized relationships with digital platforms, stimulate self-reflection and critical analysis of taken-for-granted digital engagements, and foster user agency.