Tecnologias digitais na escola pública: reflexões sob a ótica do materialismo histórico-dialético.

Abstract

This article discusses digital technologies in the context of Brazilian public schools from the perspective of historical and dialectical materialism. The analysis is based on the understanding that technological inequalities are not isolated phenomena but concrete expressions of the structural contradictions of the capitalist system. Thus, the presence or absence of technologies in schools reflects the material, economic, and social conditions that shape the lives of students, teachers, and communities. By problematizing the discourse of technological innovation, the text highlights how it often masks inequalities, shifting to individuals the responsibility for overcoming problems that are fundamentally structural. It is argued that, when critically and contextually integrated, digital technologies can become tools for emancipation, strengthening pedagogical practices aimed at inclusion, autonomy, and social transformation. However, this requires investments in public policies, adequate infrastructure, teacher training, and pedagogical approaches aligned with local realities. The study concludes that addressing digital inclusion in public schools is a matter of social justice, the right to education, and the ongoing struggle for different models of society.