DIGITAL CULTURE AND SCHOOL EDUCATION: KNOWLEDGE PRODUCTION IN THE CONNECTED SOCIETY

Abstract

The ubiquitous presence of digital culture in everyday school life does not merely represent an adaptation of tools but also establishes a rupture in traditional modes of knowledge construction, circulation, and validation. More than devices or platforms, these are informational ecosystems that strain teaching authority, shift educational temporalities, and reconfigure the role of schools in the connected society. Based on this premise, this study aims to understand how educational processes articulate with the logic of digital culture, influencing teaching practices, student authorship, and teacher curation. The aim is not to evaluate instrumental adoptions of technologies, but to investigate the epistemic and formative effects of these insertions in contemporary school experiences. The expansion of expressive possibilities, the integration of multimodal languages, and the constitution of networked knowledge are considered here as dimensions that require a critical review of the pedagogical project and its materialization in practices. The concepts of digital ecosystem, pedagogical mediation, cybercultural identity, and connected authorship form the analytical basis of this work, which is based on the understanding that technologies are inseparable from the cultural and political dynamics of the present day. The qualitative and critical bibliographic research was conducted with the aim of mapping and interpreting relevant works in the thematic field, preserving the originality of the analysis and the interpretative depth of the data examined.