INCLUSIVE EDUCATION IN TECHNOLOGICAL CONTEXTS: REFLECTIONS ON ACCESSIBILITY, EQUITY, AND EDUCATIONAL TRANSFORMATION

Abstract

The present article aimed to critically analyze inclusive education in technological contexts, examining the relationship between pedagogical mediation, curricular organization, and the integration of digital technologies in the educational process. The study addressed the incorporation of technologies in teaching from the perspective of educational justice, problematizing their limits and potential in promoting student participation. Methodologically, it consisted of a qualitative bibliographic research, developed through the survey, selection, and critical analysis of scientific publications relevant to the theme, organized according to previously defined thematic categories. The analysis revealed that the mere incorporation of technological resources did not ensure inclusive educational practices, making it essential to articulate them with consistent pedagogical foundations, revise assessment models, and invest in professional training. It was concluded that the effectiveness of educational equity in technology-mediated environments depended on institutional planning, conceptual coherence, and ethical commitment to the participation of all subjects, avoiding technicist reductions and standardizing practices.