Relationship between pedagogical practices and the strengthening of equity and inclusion in the fifth grade of basic education

Abstract

The present study aimed to examine the relationship between pedagogical practices and the strengthening of equity and inclusion in fifth-grade basic education through the integration of Information and Communication Technologies (ICT). The study explored how classroom practices can contribute to reducing inequality and enhancing educational equity in fifth-grade students. A mixed-methods approach was adopted, combining quantitative and qualitative methods under a multiple case study design in institutions with diverse socioeconomic and cultural contexts. Classroom observations, semi-structured interviews, focus groups, and document analysis were conducted, and data were triangulated to understand teaching practices, perceptions of inclusion, and the pedagogical use of ICT. The results revealed a positive impact of technological tools on student access and participation, as well as on the development of autonomy and motivation among learners. However, gaps were identified between technological access and its pedagogical use, mainly due to limited teacher training, curriculum overload, and insufficient institutional support. Even so, the combination of ICT with critical strategies—such as project-based learning, cultural contextualization, and participatory assessment—generated inclusive environments that fostered reflection and the collective construction of knowledge. In conclusion, the research demonstrates that educational equity does not depend solely on the availability of technological resources, but on teachers’ ability to use them through a critical pedagogy that promotes social justice, dialogue, and participation. It is recommended to strengthen teacher training in the critical use of ICT, design context-responsive strategies, integrate cultural diversity into educational content, and promote participatory assessments that ensure continuous improvement in learning.