The potential of digital literacy to transgress the coloniality of knowledge within youth and adult education

Abstract

By bringing together studies dedicated to understanding the role of digital literacy in the empowerment of subalternized social groups and studies located at the interface between youth and adult education (YAE) and the Latin American decolonial perspective, this article aims to present theoretical indications, systematized through a literature review, which indicate the potential of digital literacy for the transgression of the coloniality of knowledge in the contexts of YAE. Coloniality of knowledge is a hierarchical structure that delegates the knowledge of subalternized social groups, of which YAE students are a part, to silencing or delegitimization. The conjunction of the potential of the YAE and its subjects for rebellion and empowerment through digital literacy reveals itself as a breach for the transgression of the coloniality of knowledge, aiming at transmodernity.