DIGITAL INCLUSION POLICIES AND TEACHER TRAINING IN BASIC EDUCATION

Abstract

The study aimed to analyze how digital inclusion policies contributed to the training and professional development of basic education teachers. The research problem stemmed from the observation that, despite the expansion of technological access in schools, inequalities in infrastructure and teacher training still persisted. The general objective was to understand the role of public policies in promoting teachers’ digital inclusion and integrating technologies into the teaching and learning process. This was a bibliographic and qualitative research, based on works published between 2016 and 2025. Procedures included data collection, selection, and interpretive analysis of scientific texts addressing teacher education and educational policies related to technology use. The results indicated that continuing education programs and in loco experiences supported the development of digital competencies and reflection on pedagogical practices. However, the effectiveness of digital inclusion policies depended on structural conditions, institutional support, and the continuity of training actions. It was concluded that teacher training is essential for strengthening digital inclusion and that further studies are needed to deepen the analysis of policy impacts in different educational contexts.