NATIONAL POLICY ON DIGITAL EDUCATION AND INCLUSIVE EDUCATION: A DOCUMENT ANALYSIS OF ACCESSIBILITY IN LAW NO. 14.533/2023 AND ITS REGULATORY OFFSHOOTS

Abstract

This article analyzes the treatment given to the inclusion of students with disabilities and to accessibility in the National Digital Education Policy, established by Law No. 14,533/2023, and in its main normative developments. This is a qualitative, exploratory and descriptive study, developed through documentary analysis of federal normative acts, with a corpus comprising the aforementioned law, Decree No. 11,713/2023, Law No. 15,100/2025, Decree No. 12,385/2025, Opinion CNE/CEB No. 4/2025 and Resolution CNE/CEB No. 2/2025. The analysis was guided by the programmatic dimension of accessibility and by references from the field of educational policy, considering the location of the mentions, their normative nature, their conditionality and their linkage to implementation mechanisms. The results indicate that accessibility appears recognizably at the level of principles, especially in the School Digital Education axis, but becomes scarce as the norm approaches the instruments of execution, being absent from the connectivity strategy, the monitoring targets, the teacher training plans and the operational definition that will guide curricular implementation. It is concluded that the gap between norm and school practice is, in this respect, inscribed in the very design of the policy.