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New Literacies, New Learning: Cyber-Social Pedagogies in the Brazlian Context presents a journey of experimentation and discoveries about education in the digital environment, from the author’s role as a History teacher to the completion of his doctoral research at the University of São Paolo (USP). The work explores how the digital ecosystem can promote critical, diverse, and inclusive education through a cyber-social design focused on Multiliteracies and new pedagogical practices.

Throughout six chapters, the book analyzes the transition from conventional educational environments to a cyber-social dynamic, where humans can harness the technological structure to create new learning opportunities. The author presents case studies conducted with the CGScholar platform, developed by the University of Illinois Urbana-Champaign and implemented in Brazil in partnership with the Faculty of Philosophy, Languages and Human Sciences (FFLCH-USP).

The work highlights innovative pedagogical resources, such as peer learning, process-oriented assessment, and recursive feedback, demonstrating how these practices can transform the teacher-student relationship into a more horizontal and collaborative experience. It also addresses the role of Artificial Intelligence in education and discusses the challenges of implementing these cyber-social ecosystems in the Brazilian context.

Despite Brazil's social and economic inequalities, the book argues that there are sufficient digital, theoretical, and empirical resources to invest in this path, reimagining our relationship with technology and engaging digital natives in meaningful learning that impacts their real-world experiences.

Rodrigo Abrantes da Silva holds a Ph.D. in Literacies from the University of São Paulo (USP). Following a multiliteracies agenda, his work aims to design digital technology experiences with embedded pedagogical principles to empower students in various educational settings. His experience encompasses both secondary and higher education, as well as teacher training programs. He has received international recognition for his work, including two International Excellence Awards for his papers: "Decolonial Practices on the CGScholar Educational Platform: Subjectification, Ecology of Knowledge, and the Design of Rhizomatic Multimodal Texts" and "New Digital Multiliteracies as a Learning Model: Fostering Collaboration, Identity, and Recognition."

Meet the Author: New Literacies, New Learning