Digital Transition and Work Pedagogy

Abstract

The article addresses the relationship between productive work and the digital transition from a pedagogical perspective, focusing in particular on the role that this transition can play in expanding co-educational opportunities linked to the relational sphere. Going beyond the purely economic and functionalist purposes of a neoliberal performative rationality, the argument highlights the importance of an ethical-communicative-emotional training to promote mutual recognition and thus an inclusive “reflection in action” aimed at generating extra-performative learning and responding to instances of human meaning, development and realisation.