DYSTOPIAN LITERATURE AND CONTEMPORARY SOCIETY: FORMATIVE EXPERIENCES IN HIGH SCHOOL BETWEEN SOCIAL CRITIQUE, TECHNOLOGY, AND TRADITIONAL KNOWLEDGE

This article analyzes a pedagogical experience developed with high school students through the reading and discussion of classic works of dystopian literature, relating them to the challenges of contemporary society. The didactic proposal was based on the books 1984, Fahrenheit 451, The Giver, and Brave New World. The class was conducted from a dialogical perspective, encouraging reflections on surveillance, information manipulation, consumerism, technology, memory, and the erasure of traditional knowledge. The study is theoretically grounded in the contributions of Jorge Larrosa on experience and formation, articulated with the role of literature as a critical device within the school environment. Methodologically, this is a qualitative study of a descriptive and interpretative nature, based on an experience report. The results indicate that dystopian literature fosters critical thinking, broadens cultural repertoires, and enables meaningful connections between fiction, social reality, and future projects. It is concluded that working with literary works in the classroom can strengthen the human and civic education of young people, especially when linked to the debate between technological innovation and the preservation of historical and community knowledge.