FROM BLACKBOARD TO SCREENS: SCHOOL CHALLENGES IN THE AGE OF CONNECTED SUBJECTIVITIES

Abstract

This article explores the intricate relationship between school, digital technologies and transformations in contemporary subjectivities, guided by Paula Sibilia's reflections. The research analyzes the school as a "technology in disuse" in the face of the incompatibility between its traditional structures and the new ways of being and learning of young people in the digital age. It addresses the "window experience" driven by social networks, examining its impacts on self-esteem, anxiety, and the search for recognition. It dives into the transition from intro-directed to alter-directed subjectivity, understanding the centrality of connection and visibility. The methodology used is the bibliographic review, focusing on the works of Sibilia (2008; 2012a; 2012b) that dialogue with the theme, allowing an in-depth analysis of the issues raised. The results reveal the urgency of adapting the school, incorporating technologies in a critical and conscious way, valuing diversity, promoting autonomy, stimulating collaboration and encouraging critical thinking and creativity. It is concluded that the school of the twenty-first century must form critical, creative and engaged citizens, capable of building a fair and sustainable future. The institution needs to balance tradition and innovation, connecting with the outside world and promoting an environment of welcome and transformation. Sibilia's reflections offer a map to navigate the complex educational landscape, encouraging the search for innovative and transformative solutions that prepare young people for today's challenges.