DIGITAL CULTURE AND INCLUSION: EXPANDING ACCESS TO KNOWLEDGE

Abstract

The article analyzed the relationship between digital culture and educational inclusion, emphasizing the challenges and possibilities provided by technologies in the school environment. The objective was to understand how digital culture can be integrated into education to promote more inclusive, equitable and transformative pedagogical practices. The research, of a bibliographic nature, was based on the analysis of relevant academic works, using a structured methodology, according to Treinta et al. (2014), which involved the formation of a preliminary database, application of filters and prioritization by multicriteria methods. Among the topics addressed, digital literacy, teacher training and the implementation of public policies were highlighted as essential elements for the effective integration of technologies in education. It was found that digital culture, although it presents challenges related to access and preparation of professionals, has significant potential to transform education by favoring the personalization of teaching and the creation of inclusive environments. The analysis showed that teacher training and the development of adapted pedagogical strategies are fundamental to overcome barriers and promote equity. It was concluded that the planned integration of digital culture in the educational field requires continuous efforts, which involve cohesive public policies, collaboration between school and society, and the strengthening of teacher training. Thus, the study contributed to broaden the understanding of the role of technologies in contemporary education and highlighted the need for future investigations to explore innovative solutions.