PEDAGOGY OF PRESENCE IN TIMES OF ABSENCE: RECONFIGURATIONS OF THE EDUCATIONAL BOND IN THE ERA OF HYPERCONNECTIVITY AND THE EMPTYING OF FORMATIVE EXPERIENCES

Abstract

This article examines the transformations of the educational bond in contemporary society, considering the impacts of hyperconnectivity and social acceleration on formative experience. It is based on the assumption that increased access to information has not been accompanied by the development of meaningful learning, revealing a crisis of experience in the educational field. The objective is to discuss the pedagogy of presence as a foundation for reconfiguring pedagogical practices, emphasizing encounter, attention, and listening as central elements of human formation. Methodologically, a qualitative, theoretical-bibliographic approach is adopted, drawing on authors from philosophy of education and contemporary studies on digital culture. The findings indicate that pedagogical presence is essential for producing meaningful formative experiences capable of resisting superficiality. It is concluded that education, in this context, requires reclaiming the time of experience and reaffirming the relational dimension of the educational process.