TECHNOLOGIES, CITIZENSHIP AND EDUCATION: DIGITAL PRACTICES AND SAFETY IN THE SCHOOL CONTEXT

Abstract

This article analyzes the role of digital education as a tool for civic formation in contemporary school settings. Based on a qualitative approach, it discusses the use of digital technologies in pedagogical practices, as well as the risks associated with online safety and students’ exposure in virtual environments. The study assumes that digital citizenship should be understood as a set of competencies involving responsibility, ethics, respect, and critical thinking in the use of technology. It explores the implications of digital culture in schools, the challenges faced by teachers in mediating safe practices, and the need for educational policies that promote responsible digital inclusion. Furthermore, the article highlights the importance of continuous teacher training and the development of a critical digital culture capable of integrating democratic values into everyday school life. The analysis shows that, although technologies offer numerous possibilities for pedagogical innovation, their use requires technical and ethical preparation by educators, as well as institutional commitment to the holistic development of students. The research also indicates that building a critical digital culture depends on the articulation between curriculum, teacher training, and school management. It concludes that digital education, when strategically and reflectively integrated into the pedagogical project, significantly contributes to the development of civic competencies, enhances student protagonism, strengthens democratic principles in the school environment, and fosters a culture of active, conscious, transformative, humanized, and socially engaged participation in educational spaces.