LANGUAGE TRANSFORMATION IN THE ICT ERA: CONSTRUCTION OF THE SUBJECT BETWEEN CULTURE AND CYBERCULTURE IN SCHOOL

Abstract

The development of Information and Communication Technologies has generated significant transformations in the school environment that go beyond the use of new resources and shape new subjectivities in the classroom. The objective of this article was to analyze how the integration of new technologies has transformed language in the academic sphere and has influenced the reconstruction of the subject participating in learning processes, the role of the teacher, and the formation of critical citizens capable of facing the challenges of a post-media era. A qualitative approach focused on a literature review was used for the methodology. The results showed that language is produced in schools as a symbolic horizon from which academic communities understand the world, reconfigure their identity, exchange experiences, create meanings, and participate in a culture increasingly open to digital interaction processes. The discussion acknowledged that the development of cyberculture has introduced communicative dynamics based on hypertextuality, interactivity, and connectivity. These dynamics not only offer new ways to access information and transform students into prosumers who consume and create through digital interaction, but also pose significant risks associated with discursive fragmentation and informational superficiality. Therefore, teachers must become mediators between cultural tradition and new digital narratives, using languageas a means to foster encounter, dialogue, argumentation, and ethical reflection.