A PEDAGOGIA DO IMEDIATO: EFEITOS NA CAPACIDADE DE CONCENTRAÇÃO EM SALA DE AULA

This article investigates the effects of the "Pedagogy of the Immediate" on students' concentration capacity in the classroom. Based on theorists such as Carr (2010), Greenfield (2009), and Prensky (2001), it analyzes how constant exposure to fast and fragmented stimuli impacts sustained attention, long-term memory, and deep learning. Through a systematic literature review, it demonstrates that excessive use of digital technologies is associated with decreased concentration span, need for immediate gratification, and difficulty engaging in activities requiring prolonged cognitive effort. The study proposes educational strategies to mitigate these effects, promoting focused attention and critical thinking.