PRÁTICAS EDUCATIVAS INCLUSIVAS PARA DISCENTES: PROMOÇÃO E APROPRIAÇÃO CRÍTICA DOS CONHECIMENTOS ORIUNDOS DA CULTURA DIGITAL

Abstract

This article examines the implications of digital culture and the use of Digital Information and Communication Technologies (DICTs) in inclusive educational practices within Professional and Technological Education (PTE). The study adopts a qualitative, bibliographic, exploratory, and descriptive design, developed through a systematized literature review and thematic analysis. It addresses the following research problem: what contributions do DICTs, from a teaching perspective, make to students’ academic development, and how does digital culture influence inclusive practices in PTE? The primary objective is to map the contributions, challenges, and potentialities associated with the critical integration of DICTs in this educational context, based on selected scholarly works and institutional documents. Findings indicate that DICTs can enhance pedagogical interaction and support inclusive practices when intentionally mediated by educators and aligned with principles of comprehensive education. However, persistent limitations—particularly digital access inequalities and gaps in teacher preparation— continue to constrain their effectiveness. Grounded in the theoretical contributions of Vygotsky, Freire, Kenski, Saviani, Ciavatta, and Frigotto, the discussion underscores that technologymediated inclusion requires ethical and political commitment, critical pedagogical mediation, and institutional conditions that ensure equitable participation. The study concludes that integrating DICTs into PTE extends beyond the use of digital tools; it requires pedagogical restructuring and strengthened policies for digital access and teacher education, offering theoretical insights applicable to institutions within Brazil’s Federal Network of Professional Education, such as the IF Goiano.