CURRICULUM, TECHNOLOGY AND EDUCATIONAL INCLUSION

Abstract

The study addressed the relationship between curriculum, digital technologies, and educational inclusion, considering digital accessibility as a relevant element for promoting inclusive pedagogical practices in basic education. It was based on the understanding that technological transformations have impacted educational processes and required the reorganization of curriculum and teaching methodologies. In this context, the research sought to answer the following problem: how can digital accessibility associated with the use of technologies in the school curriculum contribute to the promotion of educational inclusion and the development of more accessible pedagogical practices? The general objective was to analyze the relationship between curriculum, digital technologies, and educational inclusion, discussing the role of digital accessibility in the construction of inclusive pedagogical practices. To achieve this objective, bibliographic research was adopted as the methodological approach, based on the analysis of academic publications that discuss the use of digital technologies in educational contexts and their contributions to accessibility and inclusion. In the development of the study, the integration of technologies into the curriculum was discussed, highlighting their potential to expand pedagogical strategies, support different forms of knowledge mediation, and increase student participation in the educational process. The final considerations indicated that digital accessibility can contribute to the construction of more inclusive learning environments when technological resources are planned and integrated into the curriculum.