This article seeks to relate the narrative strategies used by video channels on YouTube with the advertising of toys and electronic games intended for the Alpha generation. Based on the principle that we live in a society composed of different age groups, the main theoretical references that make it possible to understand generation as a local and global phenomenon will be exposed. After such concepts, the rise of the image and its importance for the new generations will be approached, to support the selection of the audiovisual platform YouTube and its growing fascination by the public. Finally, concepts from semiotics will be applied to verify the narrative and discursive power of video channels for contemporary children, also known as the Alpha generation.

The present article seeks to provoke a discussion into how video games can be used in anxiety treatments and social stimulation tools among middle-year students and children of that same age. To do so, we initially start this article by reflecting on how the covid-19 pandemic disparate all anxiety alerts in our society including mental health issues such as depression and special anxiety disorders. Then we compare how the numbers of anxiety among children and young adults were already alarming before the lockdowns imposition and the social distance measures, especially in urban centers. This rising anxiety condition can be felt especially in the years that followed the social isolation of children especially because their social connection and recognition were just starting to grow and to establish important connections between their peers in-person and in virtual environments, throwing light on how to screen media and children`s homes are related with the anxiety increase and how we can investigate that phenomenon without succumbing to excessive positivism to today`s technology or to a deconstructive pessimism that leads us to distrust those media that are already in contact with middle-year students and children`s in that same age. To do so, we will resort to philosophical tools such as Edusemiotics and Cultural Studies to understand how games such as Minecraft and Roblox can be used in school environments to help students and teachers manage anxiety levels and surpass socialization issues past covid-19 lockdowns. To finish our reflection we also bring some data related to how those same media and games helped middle-year students to surpass social isolation and family disconnection during the pandemic while their kept exercising school content in those games, sharing and debating with their peers on virtual platforms.

This article seeks to relate (trans)generational issues with the phenomenon of sociodromology and education in the COVID-19 pandemic period that began globally in the first months of 2020 and 2021. To make such crossings possible, we will initially present under which aspects we are addressing the term generation, and its respective phenomenological development, transgenerationality. Once these concepts have been properly presented it is also necessary to relate those information with the generations that are currently living within educational environments, especially schools. After such an exposition, we will present the theory that contemplates the vector of acceleration and its respective consequence for humanity. Sociodromology emerges as a theoretical instrument that makes it possible to critically glimpse how the speed of machines has dictated our lives, having a perverse facet of exclusion that determines which groups may be able or unfit at their pace. Finally the text concludes its reflection on the current educational context using the critical tools of socio-pedagogy, which views the subjects who are involved in the educational process as representatives of an even greater order in the world, which transcends schools. In this perspective, education as a pillar of knowledge acquisition should be revised in addition to its pre-determined role in society and should form individuals who could change the world and their communities.