RECONSTRUCTING THE PEDAGOGICAL LINK THROUGH DIGITAL ECOSYSTEMS: A THEORETICAL-EXPLORATORY STUDY IN THIRD AND SIXTH GRADE PRIMARY SCHOOL

• DOI: https://doi.org/10.22533/at.ed.5585122530096

• Palavras-chave: Digital disconnection, Educational ecosystems, Conscious innovation, Educational technology, School motivation.

• Keywords: Digital disconnection, Educational ecosystems, Conscious innovation, Educational technology, School motivation.

• Abstract:

  This article analyzes the phenomenon of digital disconnection in school contexts, caused by excessive use of educational technologies without pedagogical intent. It proposes the redesign of digital ecosystems as bridges that promote emotional, cognitive, and social reconnection between teachers, students, and learning content. From a conscious and humanistic approach to innovation, it presents a theoretical-exploratory y study developed with third- and sixth-grade teachers and students, based on techno-pedagogical models and school experiences that integrate interactive platforms, automated feedback, and emotional support. The results show that the problem does not lie in the technology itself, but in its decontextualized implementation. It is concluded that digital ecosystems, designed with flexibility and educational purpose, can act as catalysts for pedagogical reconnection.