Contemporary democracies face a paradox: digital technologies promised democratisation yet generate new forms of confinement and political fragmentation. This chapter examines the transformation of the Aristotelian zoon politikon into what we term the digi zoon, the human being as inhabitant of cyberspace, characterised by eight dimensions that configure a radically new political condition: incorporeality, aspatiality, atemporality, datafication, algorithmisation, community fragmentation, paractivity, and differential vulnerability. Drawing on a theoretical-critical essay that combines philosophical hermeneutics with recent research on digital literacy, disinformation and algorithmic polarisation, selected for its relevance and regional representativeness, and using educational policies on digital competence in European and Latin American contexts as illustrative reference points, we identify five interconnected challenges that erode democracy: the dissolution of public space, streaming temporality, avatar identity, algorithmic opacity and community fragmentation. These challenges converge in hyperreality, the regime in which the simulacrum governs over the real and citizenship risks becoming a managed experience rather than a shared practice. Against technological determinism, we propose a Pedagogy of Disquiet as an educational framework for critical digital citizenship, articulated around four strategies: deliberate interruption, silence as a space of resistance, slow education and nética as the ethical limit of the virtual. Each strategy translates the diagnosis into pedagogical practice, cultivating dispositions of questioning, estrangement, and care that schools can sustain without renouncing digital culture. The aim is to resist the conversion of the zoon politikon into the domoticus invalidus and to outline, in its place, a digital citizenship capable of critically inhabiting hyperreality, of suspecting algorithmic certainties and of imagining democratic alternatives to surveillance capitalism.