Mobilizando a LGPD na escola : uma proposta de ensino através do júri simulado

Abstract

The increasing integration of digital technologies into students' lives, along with the risks associated with the improper use of the internet, highlights the need for an education that goes beyond a purely technical approach. This research investigates how the Mock Trial, applied through a didactic sequence, can promote meaningful learning about digital citizenship and the General Data Protection Law (LGPD). By allowing students to take on roles in fictitious trials and discuss the legal and ethical aspects of digital citizenship, the study aims to raise awareness about responsible internet use. The sequence also explores interdisciplinarity and the development of critical and argumentative skills among elementary school students. The application was carried out with two groups of 9th-grade students from Elementary School II, with the Mock Trial being conducted entirely in English. The sequence was structured in stages, including the analysis of students' prior knowledge, critical mobilization of concepts, development of argumentation, presentation of the trial, and reassessment of the acquired learning. During the execution, students demonstrated engagement, with notable improvement in their understanding of the concepts covered, particularly in terms of legal reasoning and structured argumentation, as observed in the proposed activities and assessed records. The analyses were based on the evaluation of students' written productions, the observation of their oral performance in the Mock Trial, and the application of concept maps before and after the activity. The results indicated an expansion of knowledge on digital security, the LGPD, and the importance of argumentation based on facts and laws. Additionally, the activity fostered the development of communication and critical thinking skills, as evidenced by the students' ability to question and refute arguments in a well-founded manner. It is concluded that the Mock Trial proved to be an effective strategy for promoting digital citizenship education, enabling an active and interdisciplinary approach to the topic. Despite the challenges faced, the methodology significantly contributes to students' critical formation, making them more aware of their rights and responsibilities in the digital environment. [resumo fornecido pelo autor]