THE SOCIAL FACT IN EDUCATION: CHALLENGES AND REFLECTIONS IN THE AGE OF DIGITAL CULTURE

This study examines contemporary education through the lens of Émile Durkheim's theory of Social Facts, focusing on the inherent tensions among digital technologies, pedagogical practices, and the lived cultures of students and educators. A central question driving this research is how the rise of digital culture—particularly through the emergence of technologies such as generative AI—reveals fundamental weaknesses in traditional educational models, potentially contributing to student alienation. We investigate the role these technologies play in the teacher-student dynamic by analyzing the coercive forces exerted by formal educational structures alongside the pervasive influence of digital culture. Our documentary research draws on empirical observations and qualitative data. One illustrative example is a pedagogical initiative implemented in a public high school, aimed at cultivating argumentative and scientific writing skills. Despite a concerted effort to bridge theory and practice, the majority of students resorted to using AI tools to generate texts, thereby bypassing critical thinking and autonomous reflection. This outcome underscores the challenges of engaging students within traditional educational frameworks. In contrast, a community-based hip-hop rhyme battle in the same locale demonstrated remarkable creativity, narrative prowess, and spontaneous engagement, all occurring outside the confines of formal pedagogical structures. These contrasting examples suggest that traditional methodologies may inadvertently alienate students by neglecting the cultural and technological realities that shape their lives. Durkheim's concept of the Social Fact—a mode of acting, thinking, and feeling that exerts pressure on individuals—is particularly pertinent here, as it is evident both in the established norms of academic instruction and in the dynamic, ever-shifting landscape of digital culture. Education, positioned at the intersection of these powerful forces, necessitates a fundamental rethinking to integrate digital technologies and media in a manner that mitigates alienation. This study also examines the recent Brazilian law banning cell phone use in basic education, which was ostensibly enacted to safeguard students' mental well-being. However, the perception of this regulation as a coercive prohibition highlights the tension between institutional control and the lived realities of digital cultural practices. The manner in which this legislation was disseminated underscores the critical need for a more nuanced discussion regarding the intersection of education, culture, and digital technology. In conclusion, digital technology, education, and culture each function as Social Facts, shaping the individual and collective experiences of both teachers and students. Revitalizing education in our hyper-connected world requires recognizing digital technologies not merely as pedagogical tools, but as integral components of social and educational relationships. This recognition necessitates the development of policies and pedagogical approaches that balance structure and agency, established knowledge and lived experience, thereby fostering an education that is more meaningful, creative, culturally relevant, and ultimately less alienating for all involved. Keywords: Social Fact — Education — Digital Technology — Culture — Teacher Training