BETWEEN SCREENS AND WORDS: THE SCHOOL IN RECONFIGURATION DIGITAL NARRATIVES AND THE ROLE OF TECHNOLOGY IN LEARNING

Abstract

The use of digital technologies in the school environment is not limited to the mediation of content, but transforms the very status of language, pedagogical listening and the construction of meaning. In times when utterances circulate through multiple supports and temporalities, the school is called upon to reconfigure its ways of communicating and instituting learning. The presence of digital narratives in educational contexts tensions curricular linearity, challenges practices centered on repetition, and expands the possibilities of student authorship. In line with this problematization, the objective of this study is to examine the role of digital narrative technologies in school learning, reflecting on how these languages interfere in the ways of teaching and building links with knowledge. The methodology, of a bibliographic nature, is based on recent theoretical contributions that investigate the school as a discursive space, in constant dispute for meanings, and technologies as devices of subjectivation and symbolic organization of the school routine. The analysis covers fields such as curriculum, critical mediation, and power relations, exploring the tension between traditional structures and contemporary dynamics. By relating screens and words, the text proposes a sensitive reading of the school in motion, marked by permanent negotiations between norm and invention.