INCLUSION AND EQUITY

Abstract

This study investigated how Distance Education (EAD), mediated by Digital Information and Communication Technologies (TDICs), can promote inclusion and equity in education. The central question was: how can EAD contribute to inclusion and equity, especially through TDICs? The general objective was to analyze EAD's potential for educational inclusion, considering the possibilities offered by digital technologies. The methodology used was bibliographic research, based on the analysis of works, articles, and studies on EAD, inclusion, and the use of TDICs. The development addressed the flexibility of EAD as a tool for personalizing teaching, the importance of TDICs in adapting content to students' needs, and the role of public policies in ensuring inclusion and equity. The final considerations highlighted that, despite the advantages, there are still challenges, such as lack of infrastructure and the need for greater teacher training. The research concluded that EAD has great potential to promote inclusion and equity, but it requires more investment and adequate pedagogical practices to be effectively inclusive.