Abstract

JOAQUIM, Bruno  and  OLIVEIRA, Lucila Maria Pesce de. INNOVATION, DIGITAL INCLUSION, AND LIFELONG EDUCATION: OPPOSING CONCEPTUAL PERSPECTIVES AMIDST THE COVID-19 PANDEMIC AND RISING AUTHORITARIANISM. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.64, pp.107-119.  Epub Mar 19, 2022. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2021.v30.n64.p107-119.

This article is a theoretical-conceptual study discussing the concepts of innovation, digital inclusion, and lifelong education. During the COVID-19 pandemic, there has been an increased interest on the debate on innovation and technology, in relation to the inclusion/digital exclusion antinomy; key points are the latent social inequality revealed by the digital exclusion, and how hypermedia language has been inserted in different school contexts. In Education, the concepts of innovation, digital inclusion and lifelong education have become arenas of semantic dispute between antagonistic conceptions. The hegemonic pole views such concepts from an instrumental rationality standpoint, with its economic, individualistic, and authoritarian perspective. The resistance pole champions a humanistic approach and the subversion of power relations to build a democratic society. The goal of this study is to contribute to the fields of education and communication by proposing an analytical key to the aforementioned concepts, in times of pandemic and rising authoritarianism.

Keywords : innovation; digital inclusion; lifelong education.

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