DIGITAL TECHNOLOGIES, INCLUSION, AND MATHEMATICS EDUCATION: REFLECTIONS BASED ON THE BRAZILIAN INCLUSION LAW

Abstract

This article is grounded in the understanding that Inclusive Education, when integrated with Digital Information and Communication Technologies (DICT), constitutes a key driver for transforming contemporary pedagogical practices, particularly within the context of Mathematics Education. The research aims to analyze how the Brazilian Law for the Inclusion of Persons with Disabilities – LBI (Brazil, 2015) establishes foundations and guidelines for promoting accessibility, equity, and inclusion in Mathematics Education, especially through the use of DICT. The study employs a qualitative, document-based approach, using the LBI itself as the corpus for analysis. The theoretical framework draws primarily on the contributions of Moran (2013, 2017), Moran et al. (2001), and Ole Skovsmose (2007, 2008, 2015). The findings demonstrate that resources such as accessible software, manipulatives, digital readers, interactive apps, and assistive technologies enhance the participation of students with disabilities, thereby contributing to the development of collaborative and contextualized learning. Furthermore, the research highlights that the consolidation of accessible pedagogical practices depends not only on the existence of legal frameworks but also on extensive coordination between public policies and institutional initiatives.