Critical Literacies and the Prototype Design in CGScholars

Introduction

More than just a mere revision, digital culture requires a shift in the paradigm of pedagogical materials/resources design. This chapter¹ highlights not just the need to educate for digital culture but also the importance of proposing a teaching-learning digital environment grounded in and from new-multi literacies. Moreover, it aims to discuss (through flexible, open, and interactive pedagogical resources) the need to materialize critical literacy practices in democratic socio-political crises, such as those that Brazil faces under the Bolsonaro’s regime.

This chapter is divided into two main sections. The first addresses the creative and productive dialogues between the Bakhtinian concept of architectonics, the idea of meta/dynamic media, and new-multi literacies articulated by CGScholar innovative social-network-like learning environment with the concept of digital learning prototype, proposed by Roxane Rojo (Rojo 2013, 2017a and 2017b).

The second section takes the notion of prototype (and its hollowed architectonic). It explores the potential for its realization in the face of “hacking” and reorienting digital systems, functionalities, and resources to expand the possibilities of designing critical situated practices to integrate new epistemologies and new mindsets into teaching-learning resources.