DIGITAL TECHNOLOGIES AS A TOOL FOR EDUCATIONAL INCLUSION IN PUBLIC SCHOOLS

Abstract

This article analyzes the role of digital technologies as a tool for educational inclusion in Brazilian public schools, considering advances, challenges, and perspectives for their effective integration into the school routine. The research, qualitative in nature and bibliographic in character, was based on the analysis of national and international studies published in the last five years, as well as official documents from organizations such as UNESCO, UNICEF, OECD, INEP, and NIC.br. The results indicate that, although there has been a significant increase in connectivity in public schools, inequalities persist in access, quality, and stability of the internet, especially in vulnerable regions. It was observed that the inclusive potential of digital technologies depends on factors such as adequate infrastructure, continuous teacher training, the development of accessible resources, and consistent public policies. Successful experiences adapted to the local reality, which promoted greater participation and learning of students with different needs, are also highlighted. It is concluded that technology, when used intentionally and in an articulated manner, can expand opportunities and reduce barriers, provided it is implemented as part of an integrated ecosystem that combines connectivity, inclusive pedagogical practices, and permanent teacher training.