ProA: experiences of digital appropriation with hacker traits

Abstract

In times of technological boom and school problems that do not stop, it is important to know educational innovation proposals that promote other ways of doing/thinking about education. This article deepens the results of the master's thesis in Sociology: Do new policies promote new experiences? Digital appropriation processes of young people from ProA school in Córdoba, Argentina. It investigates in what ways the ProA school enables the development of digital appropriation processes and an incipient hacker pedagogy, through the reconstruction of the school experience of its students. It has been made a qualitative phenomenological research, and the data was constructed from seven in-depth interviews.  We worked with a sample of third and fourth year students, selected by the intentional selection method. The data were analyzed through a discourse analysis method and as main findings it is stated that the students define ProA as a school specialized in technologies and recognize in ProA the existence of a learning community, with incipient traits of hacker pedagogy.