Razzismi 2.0. Una proposta di analisi delle forme di intolleranza nella cultura giovanile contemporanea

[Autom. eng. transl.] The essay deals with the theme of the different manifestations of "prejudiced thinking" in the digital environment, often linked to racist "trivialized" and socially shared performances. To identify specific educational responses and good intervention practices, it is necessary to analyze the different forms assumed by prejudice on the Net in the light of affective-emotional and not only rational aspects. News stories, national and international reports, political and pedagogical reflection often deal with the theme of manifestations of "prejudiced thinking" in the digital environment, from "cyberstupidity" to the most violent forms of "hate speech online". We are witnessing an approach marked by the denunciation of the emergency and by the continuous alarm (the Web "devastated" by online hatred and racism), but, at the same time, we note the "polycentric proliferation" of racist discourse and, in fact, its social acceptance, facilitated by the fact of being emptied of doctrinal refinement and in-depth theorizing. An in-depth analysis of these issues appears decisive in the reflection on the role of media education, on its formation and on the interdisciplinary and transversal effects of media presence. Particular attention is paid to the methodology used during the research, during which a corpus of "online racisms" was identified, composed on the one hand of cases handled by the National Office against Racial Discrimination of the Presidency of the Council and, on the other, by cases found by the researcher in "digital environments at risk", or from football forums, conversations on Ask.fm and comments on online articles on sensitive topics. The corpus thus obtained was then subjected to a qualitative-textual analysis through T-Lab, software consisting of a set of linguistic and statistical tools for content analysis and text mining, and, in parallel, to a qualitative-motivational analysis. The results obtained were then interpreted in the light of a double bibliography: on the one hand that of intercultural pedagogy and classical studies on racisms, on the other that on the characteristics of the digital, of the pragmatics of online communication and media education. During the research there were also - with different results - some conversations via Ask.fm with contacted teenagers because, in various ways, they had taken part in racist performances; as well as a case of virtual ethnography, it is proposed as an experiment in education for reflexivity. It will be noted that from the trivialization of the racist theses and from the de-responsibility for the "being on the Net" derives an implicit recovery of the biological instance, on a non-scientific basis, emptied of sense, but paradoxically accepted and internalized. On the other hand, there are many examples of activation of "digital citizens", practices that indicate how media education has the task of focusing attention on educating with the media, increasingly shifting from technologies as techniques to technologies as logics . Developing an ecological focus that considers the media as part of the broader context in which they are inserted and starting from this "antiracist capital" present in Web 2.0, the role of citizenship education - intercultural, digital and moral - will be emphasized in forming subjects and moral agents in the mediapolis, affirming the value of responsibility towards others.