INCLUSIVE EDUCATION MEDIATED BY DIGITAL TECHNOLOGIES IN PUBLIC SCHOOLS: PEDAGOGICAL CHALLENGES AND POSSIBILITIES

Abstract

This article analyzes the role of digital technologies as an instrument for promoting inclusive education in the context of public schools. The research is based on the understanding that inclusive education seeks to guarantee access, retention and learning for all students, requiring transformations in pedagogical practices and in the organization of teaching. In this sense, digital technologies are discussed as resources capable of expanding educational possibilities, promoting accessibility and contributing to the personalization of teaching. Methodologically, this is a qualitative study, developed through a bibliographic review, based on authors who address inclusive education, digital technologies and their interrelations in the educational environment. The results indicate that, although digital technologies present significant potential to strengthen inclusive practices, their implementation still faces challenges, such as insufficient teacher training, structural limitations and weaknesses in the implementation of integrated educational policies. It is concluded that the articulation between inclusion and digital technologies demands not only technological resources, but also pedagogical and institutional changes that promote an equitable and accessible education.