ALUNOS CONECTADOS, CONHECIMENTO DESCONECTADO: O DESCOMPASSO DIGITAL NA EDUCAÇÃO BÁSICA

This article investigates the paradox of "empty connectivity" among public school adolescents, where immersion in digital devices contrasts with the superficiality of pedagogical use. Based on a bibliographic analysis of authors such as Kenski, Selwyn, and Carr, it is argued that the predominant use for social networks and the uncritical reproduction of information is associated with insufficient academic performance and psychosocial consequences such as anxiety and the weakening of self-efficacy. It is concluded that overcoming this scenario requires qualified teacher mediation, critical digital literacy, and systemic public policies, inspired by models such as the Ceibal Plan (Uruguay), to transform digital access into a critical appropriation of knowledge.