The pandemic intertwining with mediatization 285 “wake knowledge,” throughout the pandemic. How to (re)situ- ate mediatization dynamics at the university, which value as- pects that go beyond self-referential strategies? It suggests that, on the one hand, mediatization was already installed in the uni- versity body insofar as its advertiseability and the ways in which its recognition occur are permeated by logics linked to “the logic of spreadsheets.” But, on the other hand, the pandemic exposed the importance of another communicational matrix, in the sense of making the campus speak – or from it – something that can only be examined from inventories of actions that emerged from its reality, in contact with other tissues also exposed to the in- junctions of the pandemic. Identifying these “tentative actions” resulted from the description of records about experimentation scenarios, generating other protocols of university engagement with the broader social fabric, to the point that one could ask: what university emerged in this context of the mediatization of the pande In m t ic h ? is sense, we observed that, throughout 2020 and 2021, several experiments were unleashed at different scales and affected the reorganization of the campuses, this time sub- jecting digital technologies to contact modalities imposed by the limiting reality of agglomeration and gathering. If in the past, university collectives had to submit to the diffuse logics of technology management, in times of a pandemic, there was an inverse effort to adapt them to the existential circumstances of thousands who faced, for example, technologies in a precari- ous way in the context of the pandemic. Several experiments, briefly reported, contemplate the transformations that occurred in learning dynamics, according to reflections shared by educa- tors and the students themselves. These reflections highlight that the digital campus is not the result of an innovative univer- sity but a consequence of a university in an innovation environ- ment (BRAGA, 2021), caused by concrete situations and closeness to people. New “products” emerge from this new reality. The classroom has moved to environments outside the campus, in rural areas, taking into account the situation of thousands of students deprived of conditions to enjoy the campus. In this new scenario, professors and students used new editing processes, adapting texts from Brazilian literature for radio programs and
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