INCLUSIVE DIGITAL LITERACY AND PARTICIPATORY JUSTICE IN SCHOOL

Abstract

This article discusses inclusive digital literacy as an axis of participation justice in school, examining how reading, authorship, and information curation connect to access conditions and teacher mediation. The general objective is to analyze pedagogical pathways to integrate digital resources into the curriculum without turning technological familiarity into school advantage. The methodology adopted is Bibliographic Research, with thematic delimitation, interpretive reading, and synthesis by axes, following Lakatos and Marconi (2017) and Severino (2016). The development takes Cazeli et al. (2024), Pierobon (2021), and Souza (2023) as central authors, articulating app integration, multiliteracies, and social dimensions of the digital. The text addresses challenges of reading in digital supports, accessibility criteria, and implications for formative assessment, as well as discursive tensions related to inclusive language. It argues that digital inclusion depends on explicit formative goals, continuous monitoring, and didactic choices that treat language and participation as content, reducing internal learning inequalities and expanding opportunities for expression and study.