LIMITS AND POSSIBILITIES OF ONLINE SCHOOL PRACTICES IN DIGITAL EDUCATION AND ITS EMERGING RISKS

Abstract

This article discusses the limits and possibilities of digital education, focusing on emerging risks affecting online school practices. The research was developed using a qualitative approach and based on a bibliographic review, considering authors who address active methodologies, pedagogical mediation, and critical digital culture. The study analyzes risks related to privacy, misinformation, cyberbullying, and the precariousness of teacher mediation, as well as the ethical and methodological challenges of digital schooling. It also problematizes the lack of public policies on digital security and adequate teacher training for the pedagogical use of technologies. Digital citizenship is presented as a transversal axis of the curriculum, requiring integrated actions that articulate ethics, critical thinking, and responsibility. The results indicate that, despite structural and training limitations, the digital environment offers significant potential for pedagogical innovation, as long as it is mobilized with intentionality and teacher protagonism. It is concluded that building an educational digital culture requires the collective involvement of teachers, students, families, and administrators, in addition to continuous investments in training, infrastructure, and public policies that recognize the right to safe, ethical, and emancipatory digital education.