PROJECT-BASED LEARNING (PBL): AN ACTIVE APPROACH TO PROMOTE INCLUSIVE PRACTICES MEDIATED BY TECHNOLOGY AND ACCESSIBILITY

Abstract

This study analyzes Project-Based Learning (PBL) as an active methodology aimed at promoting inclusive pedagogical practices mediated by digital technologies and accessibility resources. Grounded in a qualitative and bibliographical approach, the research integrates the contributions of classical and contemporary authors such as Dewey, Freire, Mantoan, Kenski, and Moran to understand the relationship between innovation, inclusion, and equity in contemporary education. The findings indicate that PBL fosters student protagonism, collaboration, and collective knowledge construction, while expanding access and participation through the intentional use of digital technologies. Although challenges remain regarding teacher training and technological infrastructure, PBL represents a promising path toward the consolidation of humanizing and democratic educational practices based on social justice and respect for diversity. Therefore, the integration of methodology, technology, and inclusion reaffirms the ethical commitment of education to social transformation and universal accessibility.