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The interface between Communication Sciences and Education in the connected contemporary is situated at the threshold of the epistemic inflection point of sociology towards the science of associations. This phenomenon evidences media ecologies that foster and promote the development of Digital Literacies, Media and Information (MIL). In the technological routine of the hyperconnected society, the Brazilian population lives unprecedented intersection of five generations. Brazil has 208 million people and 17.6 million are adolescents and young people between the ages of 15 and 18 who should have been in high school the last stage of basic education, with the constitutional prerogative to give citizenship autonomy. In this context, the school tries, in its traditional and secular institutionality, to keep the students in the classroom with the promise of a degree. This netnographic research was dedicated to study the communication behavior of 1,68 thousand high school students of the Federal Institute of Education, Science and Technology of Santa Catarina (IFSC). The central objective was to describe their media ecology in the experiences between home and school in the formal and informal learning. The study had bibliographical, documentary, exploratory and field research, articulated techniques of Social Network Analysis (ARS), participant observation and focus groups. For the systematization and interpretation of the results, the content analysis procedure was used. The results present a daily media ecology dominated by the use of smartphones. The data indicate for the persistence of analogue media such as the notebook, the book and the handbook and by rare preferences of use of the portable computer for some tasks of textual production (television, videogame and desktop computer form a cluster with little recurrence). Three categories of contents of this media ecology were highlighted: public utility, humor and romance. In classroom interaction, the slide is the most cited source for preparation for the tests. As a result, from a formal education perspective, this thesis indicates that adolescents and young people, high school students, have a cognitive route different from that prescribed in the school curriculum and, therefore, make use of non-formal learning strategies. On the other hand, the educational practice observed emphasizes content and verification of your immediate assimilation. Whereas, apprentices have expectations and seek what the demands of the working world order – advanced domains of MIL. There is, then, a system that favours and practice theoretical knowledge the discursive domain against the development of a network of experiences, know-how problem solving-oriented.

Interação comunicacional de estudantes do ensino médio: netnografia para compreensão da nova ecologia cognitiva