THE DIGITAL GENERATION AND ITS IMPACTS ON SCHOOL LEARNING

Abstract

This research discusses the impact of the digital generation on school learning processes, emphasizing the cognitive and behavioral transformations caused by the constant use of digital technologies. Based on a bibliographic review with a qualitative approach, recent scientific publications were analyzed, accessed through databases such as Google Scholar, SciELO, Crossref, and the Brazilian Digital Library of Theses and Dissertations (BDTD), with emphasis on authors such as Alves (2007), Castro Santander (2012), Bertolazzi et al. (2023), and Paula (2023). The main objective is to understand how the digital habits of this generation—marked by hyperconnection and accelerated information consumption—affect attention, school performance, and pedagogical relationships. The analysis shows that screenagers develop interaction and learning modes that demand new teaching strategies based on critical technological mediation. The study highlights the urgency of incorporating methodologies that promote authorship, collaboration, and digital ethics, without ignoring the risks of continuous screen exposure. It concludes that addressing this context requires active listening and rebuilding pedagogical relationships grounded in educational projects aligned with contemporary digital culture.