Capital midiático: Táticas de estudo no enfrentamento das desigualdades

In recent decades, with the increase in public policies aimed at entering higher education, many students are the first in their families to be in this new environment. This article presents study tactics, in the sense of Certeau (1998), in confronting social and school inequalities that young people encounter in their trajectories. For two years, which also included the period of the Covid-19 pandemic, we followed thirteen young people from their final year of high school in the public school system in the Federal District, until the majority of them entered university. The discussion brings up cultural capital, but mainly its polysemic expansion in a digital society. Approaching Setton's (2005) conception, we work with media capital to understand the diffuse and hybrid learning of young people from the working class. In this symbolic struggle, they outline their tactics to operate in this foreign terrain, not made for them nor designed for their peripheral experiences. Despite using different technologies and having an infinite amount of information at their disposal, the importance of the teacher as a professional who humanizes relationships at school or university, who gives students the “privilege of doubt”, is evident.