Freire’s “Pedagogy of Autonomy” and Castells “Mass Self-Communication” in the strengthening of protagonism of student in hybrid education in times of pandemic

This article seeks to extract contributions from the concepts of “Autonomy” by Paulo Freire and “Mass Self-Communication” by Manuel Castells to help understand the processes of strengthening student protagonism in times of hybridism in education. As a methodology, we opted for a qualitative approach, applying the technique of bibliographic research, in order to analyze the literature of the above concepts, within the current context of Covid-19. Among the results of the research, in addition to consolidating the principle of student protagonism as the “central pillar” for the success of hybrid education, there was an urgent need to initially literate and make the student aware of digital citizenship and, at the same time, align the current university pedagogical paradigms to the new student profile of the digital age.

Keywords
Autonomy; Mass Self-Communication; Student Protagonism; Hybrid Education