Technological innovation and school inclusion

path to equity

Abstract

The purpose of this article is to discuss the relationship between technology and educational inclusion in the context of Brazilian public schools, with a focus on pedagogical practices aimed at students from the 1st to the 5th grade of elementary school. The research was conducted with teachers who work directly with students with special educational needs (SEN), addressing challenges, adaptation strategies, and the use of assistive technologies. Based on a qualitative analysis of responses obtained through a questionnaire applied to the educators, the study reveals that, despite the recognition of technology's transformative potential, its use faces significant limitations due to resource scarcity, inadequate infrastructure, and the lack of specific teacher training. The research also highlights that collaboration between schools, families, and specialized professionals is essential for the success of school inclusion, but there are still gaps in institutional support and the investments needed to ensure quality inclusive education. It concludes that, while technology has the potential to transform the educational process, effective school inclusion depends on coordinated efforts between teachers, school administrators, public policies, and society to overcome structural barriers and promote educational equity.