Hacia una geografía del ciberespacio educativo: Aportes desde la Teoría del Actor-Red
Palabras clave:
ciberespacio educativo, Teoría del Actor-Red, modelo educativo híbrido, geografía de la educaciónBarra lateral del artículo
Contenido principal del artículo
Este artículo discute que la educación híbrida no es un método pedagógico sino una transformación espacial. Analiza cómo la expansión de infraestructuras digitales, intensificada por la pandemia de COVID-19, ha reconfigurado la espacialidad educativa de manera que nociones como "aula virtual" o "entorno digital de aprendizaje" no logran explicarla de manera suficiente. Desde la Teoría del Actor-Red (TAR), se propone la noción de ciberespacio educativo como categoría de análisis geográfico para comprender cómo los modelos de educación híbrida producen espacialidad a través de ensamblajes sociotécnicos que articulan infraestructuras digitales, normas institucionales, plataformas, sistemas de datos y prácticas pedagógicas. A partir de elementos empíricos preliminares del modelo híbrido de la Corporación Universitaria Minuto de Dios -UNIMINUTO Bogotá, se muestra que el ciberespacio educativo constituye una configuración multiescalar, material, relacional, política y contingente. El análisis contribuye a desplazar la comprensión de la educación híbrida desde la simple digitalización hacia la producción del espacio educativo contemporáneo, atendiendo a las desigualdades infraestructurales en contextos del Sur Global.
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