USO DE TECNOLOGIAS NO ENSINO DE LÍNGUA PORTUGUESA: INVESTIGAÇÃO SOBRE A INTERAÇÃO DE FERRAMENTAS DIGITAIS NAS AULAS DE PORTUGUÊS

This article investigates how interaction with digital tools in Portuguese language classes impacts the development of reading and text production skills in Basic Education. The study analyzes, in particular, how such digital resources contribute to multiliteracies in school inclusion and the re-signification of assessment processes. A bibliographic research approach, with a qualitative methodology, was adopted, based on studies published between 2020 and 2025, organized into categories related to the pedagogical use of technologies, teacher mediation, Universal Design for Learning (UDL), and authentic assessment. The results indicated that virtual platforms, multimodal production tools, gamification resources, and artificial intelligence applications increase engagement, favor digital authorship, and can support students who are lagging behind, provided that the teacher acts with intentional planning and active methodologies. It was also evident that practices aligned with Universal Design for Learning and formative assessment enhance the participation of students with different profiles by offering multiple ways to access, express, and monitor their learning. It is concluded that technology, in isolation, does not transform the teaching of Portuguese; its effectiveness depends on teachers' digital competence, their ongoing training, and public policies that guarantee methodological conditions and pedagogical practices for a critical, inclusive, and equitable integration of digital resources.