Teacher-student interaction in the age of social media

challenges and possibilities in public education in São Paulo

Abstract

Digital social networks have profoundly transformed the dynamics of interaction between teachers and students, especially in São Paulo's public education system. This action-research study involved 146 teachers from the São Paulo state school system and sought to understand how these professionals perceive, experience, and redefine their pedagogical relationships amidst the intensive use of digital platforms. The investigation shows that, while social networks expand the possibilities for communication, proximity, and student engagement, they also impose challenges related to exposure, the boundaries between personal and professional life, and new demands for pedagogical mediation. The analysis shows that networks function as hybrid spaces, where educational, affective, and social dimensions intertwine, requiring teachers not only to adapt technologically but also to exercise ethical and reflective sensitivity in dealing with issues such as privacy, teacher authority, and the building of relationships. Inspired by Castells' (2013) concept of network society, this article points out that the educator's role is not limited to the transmission of content, but involves the critical mediation of young people's communication practices in digital environments. The results reinforce the need for public policies and continuing education that help teachers understand the risks and potential of social networks, transforming them into pedagogical tools and spaces for constructive dialogue in the teaching-learning process.