PEDAGOGICAL INNOVATION MEDIATED BY DIGITAL TECHNOLOGIES: CONTRIBUTIONS OF ASSISTIVE TECHNOLOGIES TO THE DEMOCRATIZATION OF ACCESS TO KNOWLEDGE

Abstract

This article aimed to analyze the contributions of pedagogical innovation mediated by digital technologies and assistive technologies to the democratization of access to knowledge in inclusive educational contexts, considering the reconfiguration of didactic mediation, curricular accessibility, and the influence of institutional policies. The study addressed the integration between innovative pedagogical practices, assistive resources, and teacher education, examining their impacts on educational equity. A bibliographic research methodology was adopted, based on the selection, analytical reading, and thematic categorization of recent scientific publications, using criteria of relevance, timeliness, and pertinence to the investigated object. The analysis showed that the transformation of educational practices was not achieved through the mere incorporation of technological devices, but required alignment between epistemological foundations, curricular planning, and institutional support. It was concluded that the democratization of access to knowledge depended on the articulation between critical pedagogical mediation, communicational accessibility, and structural investment, reaffirming the need for continuing teacher education and coherent educational policies to ensure full student participation.