ADULT EDUCATION AND DIGITAL INCLUSION: POSSIBILITIES FOR SOCIAL TRANSFORMATION

Abstract

This article aimed to understand the role of digital technologies in Youth and Adult Education (EJA), focusing on the promotion of student autonomy, the encouragement of school engagement, and digital inclusion as an expression of social justice. The study addressed the relationship between technological mediation and critical pedagogical practices, considering the specificities of the population served by EJA. For this purpose, a bibliographic research methodology was adopted, centered on the analysis of recent scientific publications available in open academic databases, using selection criteria based on time frame, thematic relevance, and institutional affiliation. The analyzed sources allowed for the examination of educational experiences that demonstrated the effectiveness of active methodologies, the reduction of absenteeism through the personalization of digital content, and the structural challenges that compromise equitable access to technology. It was found that digital inclusion, when conceived as both pedagogical and political practice, fostered the protagonism of EJA learners, whereas its absence reinforced educational and social inequalities. Moreover, the study highlighted the need for public policies that prioritize technological infrastructure, continuous teacher training, and the recognition of EJA as a social right. The results indicated that digital mediation, when properly planned, can enhance meaningful learning and strengthen the bond between students and the school environment.