image/svg+xmlAlexandre Garcia AguadoMade by humans using free sofwareReferencesAguado, A. G. (2020). Educación Hacker y Empoderamiento: De las comunidades hacker hasta la escuela [Tesis]. Universitat Autònoma de Barcelona.Aguado, A. G., & Alvarez, I. (2021). Cultura hacker e educação: Percepções dos hackers sobre a vivência de elementos de sua cultura nas escolas. Perspectiva, 39(3), Article 3. https://doi.org/10.5007/2175-795X.2021.e81052Aguado, A. G., & Alvarez, I. (2019). Educación hacker: Una expresión emergente de la pedagogía crítica parala sociedad en red. Revista Teias, 20(Esp), 167-183. https://doi.org/10.12957/teias.2019.43375Aguado, A. G., & Alvarez, I. (2024). Hacker education and transformative agency: An empirical study in hacker communities and in the school case of Conexão Escola-Mundo. Mind, Culture, and Activity, 1-18. https://doi.org/10.1080/10749039.2024.2327543CSET collective (2025). Critical studies of education and technology … reasons to behopeful? 9th June. http://repercute.paginas.ufsc.br/files/2025/06/Sewlyn-N.-2025-CSTE.pdfDavies, S. R. (2017). Hackerspaces: Making the maker movement. Polity Press.Freire, P. (1967). Educação como prática da liberdade. Paz e Terra.Freire, P. (1987). Pedagogia do oprimido (17a. ed.). Paz e Terra.Himanen, P. (2001). A ética dos hackers e o espírito da era da informação: A diferença entre o bom eo mau hacker (F. Wolff, Trad.). Campus. (Obra original publicada en 2001)Hopwood, N. (2022). Agency in cultural-historical activity theory: Strengthening commitment to social transformation. Mind, Culture, and Activity, 29(2), 108–122. https://doi.org/10.1080/10749039.2022.2092151Jandrić, Petar, Carlos Escaño, e Julia Mañero. 2023. “Pedagogía crítica postdigital y justicia social bioinformacional”.Profesorado, Revista de Currículum y Formación del Profesorado 27(1):61–80. doi:10.30827/profesorado.v27i1.24645.Jandrić, Petar, e Derek R. Ford. 2022. “Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures”. P. 3–23 em Postdigital Ecopedagogies : Genealogies, Contradictions, and Possible Futures, organizado por P. Jandrić e D. R. Ford. Cham: Springer International Publishing.Lafuente, A. (2022). Itinerarios comunes: Laboratorios ciudadanos y cultura experimental. NED Ediciones.Lapa, A. B., Lanna, L. C., & Silva, S. S. da. (2019). Desafios da pesquisa ativista em educação.Revista Teias, 20(Esp). https://doi.org/10.12957/teias.2019.43336Lund, A., Furberg, A., & Gudmundsdottir, G. B. (2019). Expanding and Embedding DigitalLiteracies: Transformative Agency in Education. Media and Communication, 7(2), 47–58.https://doi.org/10.17645/mac.v7i2.1880Menezes, K. M. (2022). Pirâmide da pedagogia hacker [vivências do (in)possível]. EDUFBA.Morozov, E. (2018). Big Tech: A ascensão dos dados e a morte da política (1st ed.). Ubu Editora.Pretto, N. D. L. (2017). Educações, Culturas e Hackers: Escritos e reflexões. EDUFBA.Silveira, S. A. da. (2019). Democracia e os códigos invisíveis: Como os algoritmos estão modulandocomportamentos e escolhas políticas. Edições Sesc SP.Stetsenko, A. (2016). The Transformative Mind: Expanding Vygotsky’s Approach to Developmentand Education. Cambridge University Press. https://doi.org/10.1017/9780511843044Stetsenko, A. (2019). Radical-Transformative Agency: Continuities and Contrasts With RelationalAgency and Implications for Education. Frontiers in Education, 4.https://www.frontiersin.org/articles/10.3389/feduc.2019.00148Stetsenko, A. (2020). Critical Challenges in Cultural-Historical Activity Theory: The Urgency ofAgency. Cultural-Historical Psychology, 16(2), 5–18. https://doi.org/10.17759/chp.2020160202Vianna, E., & Stetsenko, A. (2019). Turning Resistance into Passion for Knowledge with the Toolsof Agency: Teaching-Learning about Theories of Evolution for social justice among fosteryouth. Perspectiva, 37(4), 864–886. https://doi.org/10.5007/2175-795X.2019.e61082Williamson, B., Bayne, S., & Shay, S. (2020). The datafication of teaching in Higher Education:Critical issues and perspectives. Teaching in Higher Education, 25(4), 351–365.https://doi.org/10.1080/13562517.2020.1748811Zuboff, S. (2015). Big other: Surveillance capitalism and the prospects of an informationcivilization. Journal of Information Technology, 30(1), 75-89. https://doi.org/10.1057/jit.2015.5Text is not SVG - cannot displayLABORATORIESEMANCIPATORY SOCIODIGITALEDUCATIONSalexandre.aguado@ifsp.edu.braleaguado@fedihum.orgINSPIRATIONSHARE/CREATING NETWORKS1COCREATION/PROTOTYPING23INQUIETUDESWORKSHOPSSHARING PROTOTYPES ASCOMMONS!There are otherpaths!Sociodigital / PostDigital contextTechnologies x Merchandise(Saura, 2025). Algorithmic opacity(Silveira, 2019). ObjectivesMainstream sociotechnical culture: dehumanization and individualizationEffects of AI-based education (CSET, 2025).How does the experience of cocreation labs articulated in federated/free networks affect people in their sociodigital relationships?Four dimensions:AwarenessTransformative Activist Stance (Agency)Community EngagementPast experiences and inspirationHacker education(AGUADO & ALVAREZ, 2019, 2021, 2024)(MENEZES, 2022)115 hackers from all continents18 researchers14 teachers182 students;Conexão Escola-MundoAction-Research DesignCitizen laboratories(LAFUENTE, 2022,2024)Multiple labs in different formats, locations and durations.Free/federated infrastructurecollectively prototypedActivist Research(Lapa, 2024)Affective Research (Lafuente, 2024)Participatory Action Research (Chevalier e Buckles, 2019)Node 0 - University outreach course - 3 months - IFSPEducation in Hacker CommunitiesCitizen labs and participatory designIntertwining experiencesPROTOTYPINGNETWORKINGRESEARCH SEMINARS - Reflecting about the pathNext stepsResearch seminarPrototyping federated sociodigital infraestructureArticulate other editions of LabEES.Get closer to other researchers and groups.Critical studies of education and technology / Critical edtechCultivating spaces of experience and cocreation of emancipatoryeducations in sociodigital contexts.Creativity30 participants9 participantsSocioeducational transformation in Brazilthrough art and public policies.Multimedia productionCycle of multimedia editing workshops inpublic school in São PauloEDUCATIONSFreire(1967, 1987)Other sociotechnical (counter)cultures exists !InquietudeAction-FunCollectiveSociety-CommunitySharingHumanistic-TechnologicalHackerEducation#activeStance#failosophy#fun#experimentation#creativity#horizontality#care#doOcracy#diversity#teacherMediation#activism#beyondTheWalls#metwork#problematizeSociety#curiosity#criticalStance#sharing#commons#access#openess#authorship#buildingConsciousness#freeTechnologies#freedomActivism#techCreation. . . “why is this so? Is there no other way?,” in principle it comes from a curiosity but as the years go by, thatcuriosity, you read, information that you see, you become more critical. For example, I have used Linux for yearsat home [. . .] i have control over the technology . . . (Hacker from Hackerspace Valencia)The freedom to play and explore, to look at technology andproblems outside of a box of how things where intended. To learn to find ways to destroy constraints within the systemyou are confronted with (Hacker from Netherlands)-------------Anything - from the ethic to the hands-on approach... (Hacker from Canada)Which aspects of HE that must be part of schools ? I think we are doing a type of approach, of mediation at school, [. . .] it is not even top-down from UFSC to the teachers of CA,nor from the CA teachers to the students. Even when we weredeveloping the tasks, we had high school students participatingin the process in the same table with Phd professors. I think that this exercise, this experience of an education project thatis not in the top-down logic, it potentiates dialogical processes (Teacher-Researcher). . . it is all the time doing activism and from the free software communities as well. [. . .] the comuna digitalhas a workshop that they do about digital self-defense,which is how to raise awareness about social networks,privacy and control . . . (Hacker from Red Conocimiento Libre – Ecuador)... the schools would build those monitors [to detectgarbage burning] with Arduino and a special shield made for this, so, they could take them to their homes or in their public places and collect information about the level of contamination in the area [. . .] in Córdobawhere there are issues with Glyphosate, the Universitytook that project and modified it to collect samples of Glyphosate in water (Hacker from R’lyeh hacklab)The first thing I heard of at Blackboxe was relatedto cameras in Parisian metro: supposed to makeuse of a not publicly disclaimed facial recognitiontechnology ... creative reaction of those hackers:design and use of anti-facial recognition make up.(Hacker - DataPaulette etextile hackespace – Paris)(Jandrić, Escaño y Manẽro, 2022)(Jandrić, Ford, 2022)Datafication. (Williamson, Bayne & Shay, 2020).
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