A perspectiva inaciana da cidadania global e o desafio da cidadania digital no paradigma da educação OnLIFE

Abstract

This research addresses the intersection between the Ignatian perspective of global citizenship and the challenge of digital citizenship within the OnLIFE Education Paradigm, contextualizing the study within the realm of basic education. The research is part of the Digital Transformation in Education project, aiming to understand how digital citizenship challenges the Ignatian perspective of global citizenship. The general objective is to expand the Ignatian perspective of global citizenship through digital citizenship, promoting education in ecologically connected contexts. The objectives include investigating global and digital citizenship concepts, identifying fundamental elements for structuring an Ignatian perspective, and analyzing the Internal Simulation of the United Nations (SINU) as an educational device. The research employs the cartographic intervention research method, which seeks to understand and transform complex social realities. The dissertation is structured into five chapters, traversing the different territories that emerge and constitute the development of the research. The Systematic Literature Review (SLR) is the first territory inhabited in this journey, mapping the bibliographic production on global and digital citizenship. The second territory involves the theoretical intercessors' cartography underpinning the research, establishing a dialogue between the Ignatian perspective of global citizenship, digital citizenship, and the OnLIFE Education Paradigm. Additionally, it discusses the importance of an educational approach that recognizes the interconnection between humans and non-humans, promoting a more inclusive and connective education. As a synthesis of this journey, the analysis and results of the research are presented, revealing the interconnection between the Ignatian perspective of global citizenship and digital citizenship, arguing that digital citizenship can enrich the Ignatian perspective by proposing a reconfiguration of social and political relations. Finally, the dissertation concludes that by challenging traditional conceptions, digital citizenship offers a more inclusive and interactive vision, highlighting the importance of integrating new dynamics of participation and governance into the educational curriculum, thereby promoting an education that prepares students for contemporary challenges.