GROWING CLINIC: DIGITAL CULTURE IN EDUCATION

Abstract

The article aimed to analyze how digital culture contributed to transforming learning processes, considering the use of social networks, interactive platforms, and digital media. The theme addressed the changes brought by technologies to the school environment, especially regarding student engagement, personalized learning, and the collective construction of knowledge. The methodology adopted was bibliographic research, based on the selection and analysis of scientific articles published in the last five years in academic databases. The searches used simple keyword combinations and followed inclusion criteria focused on recency, relevance, and pertinence of the materials, which enabled the development of a critical analysis supported by different theoretical frameworks. The results demonstrated that the integration of digital culture into pedagogical practices fostered student protagonism, stimulated the development of cognitive and communicative skills, and expanded the connection between school and social reality. It was also found that digital platforms, when used intentionally, enhanced meaningful learning and encouraged collaborative methodologies that strengthened active student participation. Therefore, it was concluded that digital culture did not merely represent the instrumental incorporation of technological resources but constituted a new paradigm of knowledge mediation, characterized by interactive practices and the strengthening of the link between students, teachers, and knowledge.