Conocimientos corporales en estudiantes enredados a través de plataformas digitales.

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Bibliographic Details
Title:	Conocimientos corporales en estudiantes enredados a través de plataformas digitales.
Alternate Title:	Body Knowledge in Students Tangled Through Digital Platforms.
Authors:	Carrillo, Claudia Fonseca¹ claudia.fonseca@usach.cl
Source:	Comunicar. jul2026, Vol. 34 Issue 86, p184-195. 12p.
Subject Terms:	Qualitative research, Educational technology, *Information technology, Digital platforms, Posthumanism, Social interaction
Abstract (English):	The daily relationship with digital platforms has led to epistemic shifts regarding the human(non)human body and natural and artificial boundaries. This has had an impact on different areas of life, including students and their educational communities. However, there is a lack of studies that address the relationship between technology and the (non)human in students’ bodily agencies from a posthuman perspective. Therefore, the objective of this study was to explore bodily knowledge that students articulate and agency, and to analyze the human(non)human entanglements and relationships that make up bodily knowledge through digital platforms. The methodology combines digital ethnography with a posthumanist approach, with a relational design that includes analysis of digital images, review of platforms, and visual narratives (interviews) created by students between the ages of 14 and 17 from schools in Santiago, Chile. The results visualize the composition of digital cognition between knowledge technologies (natural sciences) and the datafication of images based on biases of gender, ableism, human(non)human, which are agency by students. It is concluded that bodily knowledge is not independent of the intra-action of technologies, humans, and learning processes in schooling, since technologies modify the human body in digital contexts, shaping techno-human agencies. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	La relación cotidiana con las plataformas digitales ha conllevado a giros epistémicos con respecto al cuerpo humano(no) humano y los límites natural y artificial. Esto ha impactado en los distintos ámbitos de la vida, por lo tanto, no deja fuera a las y los estudiantes y sus comunidades educativas. Sin embargo, se evidencia la falta de estudios que aborden la relación entre tecnología y (no)humano en las agencias corporales de las y los estudiantes desde un enfoque Posthumano. Por lo tanto, el objetivo de este estudio fue explorar los conocimientos corporales que las y los estudiantes articulan y agencian y, analizar los enredos y relaciones humanas(no)humanas que componen los conocimientos corporales a través de plataformas digitales. La metodología articula la Etnografía Digital con un enfoque posthumanista; con un diseño relacional que incluye análisis de imágenes digitales, revisión de plataformas y narrativas visuales (entrevistas) creadas por estudiantes de entre 14 y 17 años de establecimientos escolares de Santiago, Chile. Los resultados visualizan la composición de una cognitividad digital entre tecnologías de conocimiento (ciencias naturales) y la datificación de imágenes a partir de sesgos de género, capacitismo, humano(no)humano, que son agenciadas por las y los estudiantes. Se concluye que los conocimientos corporales no son independientes de la intra-acción de las tecnologías, humanos y aprendizajes de los procesos de escolarización; ya que las tecnologías modifican el cuerpo humano en los contextos digitales, configurando agencias tecno-humanas. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The daily relationship with digital platforms has led to epistemic shifts regarding the human(non)human body and natural and artificial boundaries. This has had an impact on different areas of life, including students and their educational communities. However, there is a lack of studies that address the relationship between technology and the (non)human in students’ bodily agencies from a posthuman perspective. Therefore, the objective of this study was to explore bodily knowledge that students articulate and agency, and to analyze the human(non)human entanglements and relationships that make up bodily knowledge through digital platforms. The methodology combines digital ethnography with a posthumanist approach, with a relational design that includes analysis of digital images, review of platforms, and visual narratives (interviews) created by students between the ages of 14 and 17 from schools in Santiago, Chile. The results visualize the composition of digital cognition between knowledge technologies (natural sciences) and the datafication of images based on biases of gender, ableism, human(non)human, which are agency by students. It is concluded that bodily knowledge is not independent of the intra-action of technologies, humans, and learning processes in schooling, since technologies modify the human body in digital contexts, shaping techno-human agencies. [ABSTRACT FROM AUTHOR]
ISSN:	11343478
DOI:	10.5281/zenodo.21416415