TECHNOLOGIES, CITIZENSHIP AND EDUCATION: DIGITAL PRACTICES AND RISKS IN THE CONTEXT OF SCHOOL INSTITUTIONS

Abstract

Digital transformation has changed the ways of teaching, learning, communicating and participating in social life, creating new pedagogical possibilities as well as new challenges for school institutions. This article aims to analyze the relationship between digital technologies, citizenship, and education, emphasizing digital practices and the risks associated with their use in school contexts. This is a qualitative, bibliographic, and exploratory study based on the collection, selection, reading, and analysis of scientific publications and normative documents related to the topic. The study was organized into analytical categories concerning digital citizenship, technology-mediated pedagogical practices, and the risks and challenges of digital culture. The analysis indicates that Digital Information and Communication Technologies can foster collaborative learning, autonomy, creativity, participation, media competence, and the expansion of educational spaces when aligned with pedagogical objectives and mediated by teachers. Risks related to privacy, data protection, cyberbullying, misinformation, improper exposure, unequal access, and inappropriate use of digital tools were also identified. It is concluded that the integration of technologies requires continuous teacher education, institutional policies for security and inclusion, and education aimed at critical, ethical, and responsible digital citizenship.