EDUCAÇÃO INCLUSIVA NA ERA DA HIPERCONECTIVIDADE

Desafios Éticos, Tecnológicos e Pedagógicos uma revisão integrativa

Abstract

This integrative review, with a qualitative and exploratory approach, sought to understand the extent to which ethical, technological, and pedagogical challenges shape the implementation of inclusive education in hyperconnected contexts. The relevance of this topic lies in the rapid incorporation of digital technologies and generative artificial intelligence into schools, which simultaneously create opportunities for personalization, accessibility, and multimodality, while also posing risks of exacerbating inequalities, biases, and excessive surveillance. The central objective was to critically synthesize recent academic production and international reference documents in order to identify evidence, gaps, and implications for public policies, pedagogical practices, and teacher training. The guiding research question was: how do ethical governance of data and AI, technological conditions of connectivity and accessibility, and inclusive pedagogical practices contribute to or limit the effectiveness of inclusive education in hyperconnected ecosystems? The methodology consisted of an integrative literature review covering the period from 2015 to August 2025. Searches were conducted in databases such as Scopus, Web of Science, ERIC, SciELO, and the CAPES Portal, complemented by Google Scholar. Peer-reviewed theoretical and empirical articles related to K–12 education and the themes of digital accessibility, assistive technologies, data/AI governance, and Universal Design for Learning (UDL) were included. The process involved screening titles and abstracts, full-text reading, and thematic synthesis. The findings indicate that the effectiveness of inclusion in hyperconnected environments depends on the alignment of four key pillars: ethical governance of data and AI (protection, anti-bias measures, and accountability), technological infrastructure ensuring meaningful connectivity, consistent standards of digital accessibility and assistive technologies, and pedagogical practices grounded in UDL and continuous teacher professional development. Where these elements converge, engagement, participation, and educational justice are expanded; where they fail, digital barriers, reactive adaptations, and risks of exclusion prevail.