DIGITAL INCLUSION AS A CONDITION FOR THE EFFECTIVENESS OF THE FUNDAMENTAL RIGHT TO EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE

Abstract

This article sought to analyze to what extent digital inclusion constitutes a condition for the effectiveness of the fundamental right to education in the context of the accelerated dissemination of artificial intelligence (AI). This is qualitative, bibliographic and documentary research, based on the review of scientific articles published between 2021 and 2025, on the analysis of Brazilian legislation and international UNESCO documents, as well as on secondary data from the ICT Households 2024 and ICT in Education 2024 surveys. The results show that, although 96% of Brazilian schools have internet access, only 22% of individuals have meaningful connectivity, and that the use of generative AI already reaches seven out of ten high school students, with only 19% of them guided by teachers. It is concluded that digital exclusion compromises the core of effectiveness of the right to education and that the age of AI demands an expanded conception of digital inclusion, articulating quality access, critical digital literacy and qualified pedagogical mediation, under penalty of deepening educational inequalities.