De la interacción comunicativa a la cocreación de saberes en entornos virtuales de formación universitaria: una lectura desde Habermas y Castells

Abstract

This essay analyzes, from the perspectives of Jürgen Habermas and Manuel Castells, how the conditions of communication in virtual university learning environments shape processes of knowledge co-creation. It examines mechanisms of communicative action, power, and legitimacy (Habermas) alongside the dynamics of networks, power, and information sustainability in the connectivity era (Castells). Contributions from Sherry Turkle, Susan Herring, and David Crystal are incorporated to problematize the performativity of digital conversation, interaction habits, and the practices of writing and reading on virtual platforms. Methodologically, the text adopts a critical theoretical-analytical framework, with an interpretive reading of relevant literature and illustrative examples from virtual university contexts. The findings indicate that knowledge co-creation emerges when participatory meaning-making, reflexivity, and transparency in communication are fostered, thereby overcoming power biases and informational fragmentation. The conclusion proposes principles for the pedagogical design and governance of digital formative environments that promote conditions of “communicative action” and networked organization.