DIGITAL CITIZENSHIP IN BASIC EDUCATION: A PEDAGOGICAL PROPOSAL BASED ON COMPUTATIONAL THINKING FOR SOCIAL RIGHTS EDUCATION

Abstract

The technological transformations of the early twenty-first century reconfigured the structures of power, demanding new pedagogical postures from Basic Education in the face of inequalities within digital culture. The study analyzed how a teaching proposal grounded in computational thinking contributes to strengthening digital citizenship and the learning of social rights in school. A qualitative approach was adopted, supported by bibliographic research and documental analysis of the 1988 Constitution, the National Education Guidelines and Bases Law (LDBEN), and the regulations of the National Common Curricular Base (BNCC) concerning computing. The investigation articulated the foundations of social guarantees with the logical concepts of computing, shifting this field away from strictly technical use in order to merge it with historical-critical pedagogy. As a result, an educational product structured around flexible learning pathways was developed, aimed at the examination of local public problems. The engineering of the material demonstrated that operations such as decomposition, abstraction, pattern recognition, and procedure design function as analytical tools to decode community conflicts. The findings confirmed the initial hypothesis, proving that the didactic transposition of these logical structures expands the critical capacity and democratic engagement of students. By admitting unplugged analytical dynamics, the resource proved viable for the public school system, sustaining teaching autonomy and subsidizing public policies oriented toward the legal emancipation of students.