"The digital does not mediate". Educational mediation in the digital territory

Abstract

The present article addresses educational mediations between an institute and digital platforms. In a context marked by an increasing individualization of human experience through the use of digital platforms it reflects on the role of the educational institution as a social good and an entity that safeguards the common good. Through a case study and critical school ethnography, it observes and analyzes the main mediations that emerge within the educational community based on the testimony of students and teachers. The findings are structured into three categories: "digital self", which refers to the challenge of constructing identities; "self with others", focusing on the violence in sociodigital interactions; and "self as a consumer or user", addressing the phenomenon of information personalization. Finally, it identifies specific pedagogical strategies such as fostering connection through authenticity from a common vulnerability and utilizing artistic education as a resource for critical media education.