Tecnologia para todos: estratégias de inclusão digital no ambiente educacional

This article aims to analyze strategies that promote digital inclusion in the educational environment, focusing on the role of technology as a tool to overcome inequalities and ensure equitable access to knowledge. Lemos (2010) highlights that digital inclusion goes beyond simple access to technological devices and the internet; It involves the ability to actively participate in digital culture, which requires well-structured public policies and pedagogical practices that include all students in the learning process. Complementing this view, Ferreira (2013) observes that digital inclusion must be integrated into the school curriculum and be accompanied by continuous training of educators, so that they can adapt their practices and meet the diverse needs of students. Lemos (2011) also states that digital inclusion is essential for equitable education, as it allows students to develop fundamental skills for digital citizenship, reducing social and economic barriers in access to learning. The present work is a bibliographic research. The collection of information was carried out through the survey and analysis of different ideas brought by articles and books that deal with the theme presented. It concludes by identifying that technology allied to education promotes citizenship, as it stimulates the production of knowledge, democratizes access to information and knowledge and enhances social emancipation. Educational inclusion strategies, in order to be effective, need to go hand in hand with educational policies and the school curriculum.