THE BRAZILIAN INTERNET BILL OF RIGHTS AND ITS IMPACTS ON THE USE OF DIGITAL TECHNOLOGIES IN EDUCATION

Abstract

The Brazilian Civil Rights Framework for the Internet redesigned the criteria for data use, circulation, and protection in the online space, extending to the educational field. When schools integrate digital technologies, they face new ethical and regulatory demands that permeate pedagogical practices. Educational management, therefore, faces challenges that transcend the technical domain and call for a digital culture of collective responsibility. Teaching online today means interpreting practices legally, understanding how connectivity redefines interactions and the meaning of learning. Bibliographic research supports the methodological approach, establishing a dialogue between authors who investigate the relationship between digital law, teaching, and educational ethics. The objective is to analyze how pedagogical practices are influenced by contemporary legal regulations, observing their implications for educational processes and school management. The analysis adopts a critical view of recent texts and empirical studies, prioritizing approaches that articulate legislation, digital mediation, and institutional responsibility. The study is organized around three axes: the legal and pedagogical dimensions of the Brazilian Civil Rights Framework for the Internet; its effects on school management and curriculum; and the ethical repercussions that guide the conscious use of digital technologies in teaching. The research aims to contribute to the understanding of the balance between pedagogical autonomy and normative regulation, highlighting the need for a school culture capable of reconciling innovation, ethics, and digital citizenship.