Youth, digital technologies, and school as cultural and identity configuration

shifting perspectives and overcoming epistemological and political obstacles

Abstract

This article reflects on the use of categories in social research, particularly related to culture, youth, and cultural configuration in the school context. It analyzes the school as a space of cultural mediation, shaped by disputes over identity, technology, and the production of meaning. Through a critical lens, the article addresses debates surrounding the notion of culture and identity, avoiding essentialism and reductionism, and proposes Alejandro Grimson's concept of "cultural configuration" as a tool for analyzing school dynamics. The paper also discusses the need to rethink analytical categories in light of current educational processes, emphasizing the methodological implications of studying digital technologies in education from this perspective. In this framework, key authors' contributions are reviewed to propose an approach that articulates the heterogeneity of experiences and perspectives in the classroom, overcoming the dichotomies between technological determinism and cultural constructivism. The conclusions highlight the importance of considering inequalities and disputes within the educational field, opening new avenues for research at the intersection of school, culture, and technology.