LETRAMENTO DIGITAL E INCLUSÃO: O DESENVOLVIMENTO DA AUTONOMIA DIGITAL EM ESTUDANTES COM NECESSIDADES ESPECÍFICAS
DOI:
https://doi.org/10.63330/aurumpub.067-033Palavras-chave:
Acessibilidade digital, Autonomia digital, Educação inclusiva, Letramento digital, Tecnologias assistivasResumo
O letramento digital constitui uma dimensão relevante para a promoção da inclusão educacional e para o desenvolvimento da autonomia de estudantes com necessidades específicas, especialmente diante da crescente incorporação das tecnologias aos processos de ensino e aprendizagem. Este estudo teve como objetivo analisar as contribuições do letramento digital para a inclusão e o desenvolvimento da autonomia digital de estudantes com necessidades específicas, considerando o papel das tecnologias assistivas, dos recursos educacionais digitais e das práticas pedagógicas inclusivas. Trata-se de uma revisão integrativa da literatura, realizada nas bases Education Resources Information Center (ERIC), Latindex, Miguilim e repositórios vinculados ao Open Journal Systems (OJS), contemplando publicações entre 2021 e 2026, nos idiomas português e inglês. A análise dos estudos evidenciou que o letramento digital pode favorecer a participação educacional, a aprendizagem independente, a autorregulação e a capacidade de utilização autônoma de recursos tecnológicos. Tecnologias assistivas, aplicações digitais, realidade aumentada, inteligência artificial e ferramentas multimodais demonstraram potencial para ampliar a acessibilidade e reduzir barreiras educacionais. Entretanto, foram identificados desafios relacionados à infraestrutura, acessibilidade das plataformas, formação docente e desigualdade no acesso tecnológico. Conclui-se que a inclusão digital depende da articulação entre tecnologia, acessibilidade e mediação pedagógica, sendo necessária uma abordagem educacional centrada nas necessidades individuais e no fortalecimento progressivo da autonomia.
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