The central idea of this project is the creation, at CIEP Ayrton Senna, of a center of transdisciplinary work on digital culture, media literacy, and school learning. The goal is to identify promising pedagogical lines of action for high school in the post-pandemic scenario. The fact is that the social isolation installed in the early 2020s has had impacts in all spheres of Brazilian life, with basic education being particularly affected.


Important findings came to light from the difficulties in adopting emergency remote education. Chief among these are the roles of new technologies in basic education, formally and informally speaking. Besides the digital platforms used in schools, social networks, influencers, and gamer culture play a relevant role in the subjectivation of young people, including the socially less favored social strata. Languages, cognitive practices, and behavior, even basic notions of orientation, proximity, and distance, have been transformed by technological habits. The challenges are multiple, starting with the necessary mapping of the students’ relationship with the new technologies. If it is no longer possible to do without these “tools”, it is certainly not a matter of forming “mere users of new technologies”. The proposal is aligned with the BNCC (p. 471-472).


The center is constituted by teachers and students from the CIEP, undergraduate students, professors and researchers from PUC-Rio, and guests from other institutions. The curricular components most directly mobilized are Social Sciences and Philosophy, in close dialogue with Pedagogy, Psychology and Computer Science. The idea is to employ theoretical and methodological knowledge in the reformulation of the problems posed and to promote a possible transdisciplinary dialogue with the other High School curricular components. Besides more immediate and local benefits, the experience at Ayrton Senna can hopefully point to directions for all public High Schools.


Coordination: Prof. Edgar de Brito Lyra Netto

Duration: 2022-current

Support: FAPERJ