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In the digital culture scenario, cyberspace stands as an environment that promotes distributed networks, multiple connections and collective intelligence, in addition to acting as a mediator between research, studies, socialisation, leisure and consumption. Faced with the new social and cultural configurations exerted by digital technologies, it becomes urgent to discuss the new challenges concerning education. The present paper aims to problematize the relationship between individuals, new technologies and society, and to raise questions about the role of the school in this new social organisation, having as background the perspective of Cultural Studies. To do so, we analysed 64 interviews with elementary school teachers of Rio de Janeiro's public network about the use of digital technologies in class, focusing on their pedagogical practices and their vision on the relationship between youth and digital media. We divided the analysis into two main axes: I) educational practices related to technology understood as culture and, II) Digital inclusion, democratisation and skills for the 21st century. The results point to a teacher's perception of the existence of a cultural detachment amid themselves, the students and the school itself.

Cultura digital e educação, uma leitura dos Estudos Culturais sobre os desafios da contemporaneidade