Abstract

BRAILOVSKY, daniel  and  MENCHON, ángela. childhood, cyber identity and school: from including technology to bringing them to the table. child.philo [online]. 2024, vol.20, e83958.  Epub July 31, 2024. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2024.83958.

In today's society, the social concept of childhood and the actual experience of being a child are influenced by digital media in interpersonal relationships. It's common to refer to the new generations as “digital natives”, highlighting how they engage with technology. This leads to the notion of “new childhood” suggesting a shift in the dynamics between adult and young generations, particularly in what’s referred to as the “digital age”. Pedagogical discourse emphasizes the need to “include” or “incorporate” technology in education. However, this article aims to delve into the relationship between childhood and technology beyond the borders of instrumentalist discourses and technological determinism. We challenge these notions based on preliminary findings from an ongoing study. Our guiding questions are: how does the experience of being a child change in a culture heavily influenced by digital technologies? And, how should the role of schools be conceived within these transformations? It is concluded by highlighting some forms of resistance to the alienating aspects of digital culture that can be seen as one of the pedagogical and political challenges that are opening up to schools nowadays.

Keywords : childhood; digital culture; early education.

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