<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262024000100113</article-id>
<article-id pub-id-type="doi">10.17163/soph.n36.2024.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pedagogía posdigital como síntesis del aprendizaje rizomático y la era posdigital]]></article-title>
<article-title xml:lang="en"><![CDATA[Postdigital Pedagogy as a Synthesis of Rhizomatic Learning and the Postdigital Era]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Rey]]></surname>
<given-names><![CDATA[Diego Medina]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<numero>36</numero>
<fpage>113</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262024000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262024000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262024000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo se construye alrededor de dos ejes centrales: el aprendizaje rizomático y la era posdigital. El aprendizaje rizomático asienta sus principios en la construcción del conocimiento a partir de las aportaciones del alumnado en tiempo real, con la finalidad de entender la comunidad como currículo. Por su parte, la era posdigital se entiende como la coyuntura en que la tecnología digital es una necesidad social impuesta. Partiendo de que la educación, pese a ser pública, no es gratuita, la digitalización aumenta la brecha socioeconómica entre el alumnado con acceso a herramientas digitales y el que no. Así, se propone la posibilidad de contradigitalización: usar la tecnología digital como una herramienta emancipadora más. Esto es, cuando sea posible, utilizarla de manera competente y equitativa. Ahora bien, cuando esta situación no pueda darse debemos contar con una práctica posdigital que comprenda el sistema-mundo con las mismas o similares posibilidades. Para ello, aprendizaje rizomático y era posdigital serán presentados como núcleos inherentes a la producción de la propuesta pedagógica viniente: la posibilidad de establecimiento de una pedagogía posdigital. Como sustento filosófico se presenta una revisión de literatura de los dos ejes mencionados desde la obra de Deleuze y Guattari, exponiéndose un acercamiento rupturista con las posiciones digitalistas de la educación tecnocapitalista actual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is built around two central axes: rhizomatic learning and the post-digital era. Rhizomatic learning bases its principles on the construction of knowledge based on the contributions of students in real time, with the aim of understanding the community as a curriculum. For its part, the post-digital era is understood as the situation in which digital technology is an imposed social necessity. Since education, despite being public, is not free, digitisation increases the socio-economic gap between students with access to digital tools and those who do not. Thus, the possibility of counter-digitisation is proposed: using digital technology as another emancipatory tool. That is, when it is possible, use it competently and equitably; however, when this situation cannot be achieved, we must have a post-digital praxis that understands the world-system with the same or similar possibilities. To this end, rhizomatic learning and post-digital era will be presented as inherent parts for the production of the upcoming pedagogical proposal: the possibility of establishing a post-digital pedagogy. To provide philosophical grounding, a literature review of the two aforementioned axes is presented from the work of Deleuze and Guattari, exposing a distant and rupturist approach to the digitalist positions of current techno-capitalist education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[sociedad de la información]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[Educational philosophy]]></kwd>
<kwd lng="en"><![CDATA[e-learning]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[information society]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
</kwd-group>
</article-meta>
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