COEXISTENCE, LANGUAGE AND DIGITAL IDENTITY IN THE SCHOOL ENVIRONMENT

Abstract

This research analyzes the effects of digital culture on school coexistence, language practices, and the construction of identity within the educational environment. Students’ daily lives are shaped by social media interactions, instant communication, and public self-exposure, which reshape school dynamics and challenge traditional pedagogical frameworks. This qualitative research uses bibliographic review based on works by Alves (2007), Castro Santander (2012), Silva et al. (2023), Paula (2023), Pereira et al. (2023), Bertolazzi et al. (2023), and Oliveira (2025), retrieved from databases such as SciELO, BDTD, Crossref, and Google Scholar. The methodology follows the scientific principles of Siena et al. (2024) and Almeida (2021), emphasizing the connection between language, subjectivity, and digital practices in the school environment. The findings reveal that school coexistence is significantly influenced by the logic of digital networks, which reshape codes of belonging, visibility, and conflict. Digital language presents new challenges for pedagogical mediation and the construction of teacher authority. Identity, once shaped in private and structured spaces, is now performed in public, fluid, and collective arenas. In light of this, schools must rethink their practices of welcome, communication, and listening to critically address these shifts.