DESAFIOS DA INCLUSÃO DIGITAL NAS ESCOLAS PÚBLICAS: INFRAESTRUTURA, FORMAÇÃO DOCENTE E EQUIDADE

This article analyzes the primary challenges to achieving effective digital inclusion in Brazilian public schools, focusing on the interconnected triad of infrastructure, teacher training, and equity. It argues that true digital inclusion goes beyond merely providing equipment; it requires enabling the school community to use technologies critically and creatively for learning and citizenship. The analysis identifies that precarious infrastructure—such as a lack of reliable internet and obsolete equipment—undermines pedagogical planning. Furthermore, insufficient and decontextualized teacher training, focused on technical aspects rather than pedagogical integration, leads to the underutilization of technological potential. These challenges are exacerbated by issues of equity, where inequalities in home access and regional disparities turn the school, which should be a levelling agent, into a reproducer of social digital exclusion. The article concludes that overcoming these obstacles requires an integrated and systemic approach, with continuous public investment, meaningful teacher development programs, and active equity policies to transform technology into a genuine tool for emancipation and equal opportunities.