New elements for an analysis on the dynamics of the classroom in secondary education

Abstract

Abstract The importance of the impact of new information and communication technologies (ICTs) on society and the everyday life of social actors has allowed sociological analysis to extend its grasp far beyond the obvious features of the network society. Since the incidence of these phenomena intersects with ways of communicating and accessing information, it becomes increasingly reasonable to consider a series of changes and reconfigurations within teaching contexts and, essentially, the educational relationship. The analysis of the secondary classroom must take these emerging realities into account and combine them with existing models. This article proposes widening the sociological debate around school changes, contributing with new analytical features concerning classroom ethnography.