Intercorporeality and Relationality in the Digital Age: Towards a Re-newed Pedagogy of Desire

Abstract

This contribution offers a pedagogical reflection on desire in the digital age from a phenomenological perspective that highlights its originally relational, embodied, and intercorporeal nature. Within a post-digital context—where technologies increasingly function as the invisible background of experience and reconfigure modes of being-in-the-world—desire does not disappear but is displaced toward low-risk forms of interaction, marked by the simulation of alterity and the weakening of embodied relationships. The article examines transformations of alterity, emerging forms of solitude, and the growing difficulty of sustaining real proximity to the other, foregrounding the educational implications of these dynamics. Within this framework, pedagogy is called to rethink education for desire as an indispensable formative task.