New technologies anda cultural capital about the modeling of cultural capital and school life

Abstract

We propose to think that school education, which is compromised in a crisis, faces a great challenge facing the expansion of the use of new technologies, where the modes of intersubjective communication would be restructured. Images would gain a new relative importance compared to more complex forms of symbolization. It is possible to maintain that from an early age words would give up part of their richness. This process would affect the pedagogical ways of building complex thinking and would present itself as a new generational feature. The school language would therefore be more distant for the students, and even the practices resulting from the professional habitus of the teachers, since they have been modeled in other social and cultural contexts. We understand from this point of view that pedagogical reflection could incorporate this new feature of socially constructed cultural capital as a new attribution of students, while we believe it sets new starting points and possibly it influences by modeling other symbolic mediations that enable the construction of knowledge. Perhaps skills that the school took for granted in its students should be gradually developed at school today.