In this contribution we present both the framework and the first advances of one of the four cases studied that make up the research project 'Nomads of knowledge in emerging pedagogical contexts: mapping disruptive practices in Secondary Education ", funded by the" COTECT Foundation for innovation”.
The project is based on the needs and demands arising in the current context of the "knowmadic society" (Cobo, 2013), in which formal education is developed within the framework of the augmented society and multiple literacies. We intend to examine the life inside and outside the schools and their classrooms, where interactions are proliferated around technological creations, communication platforms, videogames or mobile apps. All these are environments where learning experiences can be used by secondary schools and by the professionals who work in them (Gorodetsky & Barak, 2014).
In this paper, in addition to presenting some general issues of the project, we focus on one of the case studies, related to ‘José Manuel Torrijos Secondary School’ (onwards Torrijos) located in a socio-culturally disadvantaged neighbourhood of the city of Malaga. The profile of students mainly comes from broken families, from very diverse ethnic groups and with large socio-educational deficits. Also, until recently, the role of teachers has been unstable and little interest in a deep educative school project.
This research presents four strategic axes with their corresponding objectives in order to create a "Laboratory of emerging pedagogies and disruptive practices":
1) Transmedia competences, technological mediations and informal learning strategies. Objective: Identify, describe and analyze educational practices based on the use of transmedia communication and digital networks inside and outside the school.
2) Development of emerging pedagogies for meaningful learning. Objective: Systematize educational practices, away from traditional linear models of the prescribed curriculum, and that provide meaningful and authentic experiences that overcome the physical and organizational boundaries of the classroom.
3) Disruptive intervention strategies through Art and Visual Culture. Objective: Identify contexts for the artistic experience in the school and public spaces through a series of procedures that incorporate forms of production and inquiry of visual, poetic, corporal, musical and narrative type.
4) Critical literacy practices in the digital, intercultural and plurilinguistic society. Objective: Identify, analyze and disseminate educational projects based on the training of readers of all kinds of cultural texts, placing them in the sociocultural and discursive context from which student and teachers start.
In this regard, according to Martín Barbero (2012), our society has changed and knowledge circulates mainly in three axes: (1) a movement of decentering books and school; (2) a de-localization / de-temporalization movement (Burbules, 2014) that transforms the places and times where knowledge resides (UNESCO, 2012); and (3) a movement that connects science and school knowledge with social experience and experimentation (Downes, 2017).
In this new society 3.0 learning conditions are changing, fragmented and confusing (Díaz y Freire, 2012; Fernández Enguita, 2013; Race & Makri, 2016). This means that a series of new skills and competences are demanded for a new citizenship of the 21st century. At the same time, a number of new tendencies emerge within this "knowmadic society" (Cobo, 2013), such as the use of informal and flexible learning methods linked to continuous education. This scenario change (a) what and how we learn, (b) the role played by ICT and new literacies, and (c) the development of critical thinking skills.
We believe that new spaces are opened by design of learning proposals based on an experimental and applied epistemological positioning within formal institutions (Piscitelli, 2009, 2010), all this in a context where media and communication networks of the so-called augmented society coexist (Ferrés, 2008).