INCLUSIVE SCHOOL MANAGEMENT IN THE DIGITAL AGE: THE ROLE OF TECHNOLOGIES IN ENSURING THE RIGHT TO LEARN AND FOSTERING A SENSE OF SCHOOL BELONGING

Abstract

This article analyzes the role of inclusive school management in using digital technologies to ensure the right to learn and strengthen school belonging. It is a qualitative bibliographic study based on research on democratic management, inclusive education, accessibility, educational technologies, and school participation, as well as Brazilian legal documents. The analysis indicates that digital technologies can expand learning opportunities, promote pedagogical accessibility, and diversify teaching strategies when integrated into inclusive practices and educational objectives. However, their contribution depends on school management's efforts to provide continuing teacher education, promote accessibility, ensure the availability of resources, and address inequalities in access. Inclusion is understood as extending beyond students' physical presence or the provision of technological tools, requiring effective conditions for participation, learning, and recognition of differences. The article concludes that inclusive school management plays a strategic role in building democratic, accessible, and welcoming educational environments in which technology serves as a means of ensuring the right to education and fostering a sense of belonging.