Abstract:

This research investigated the impacts of recycling and reusing computers as a strategy for digital inclusion and sustainability in a public school in the Federal District, Brazil, focusing on students with intellectual, physical, and multiple disabilities, as well as autism, served in the resource room – Specialized Educational Assistance of the Federal District's Department of Education. The study began with the observation that these students, in a situation of socioeconomic vulnerability, face significant barriers to accessing assistive and digital technologies, a condition that limits their autonomy and full participation in pedagogical practices, especially for those students who need differentiated resources and continuous support to equitably participate in school activities. An example is a student with cerebral palsy who has motor limitations in holding a pencil and writing by hand, but who can perform academic activities autonomously through the use of an adapted keyboard, highlighting the potential of assistive technologies to overcome barriers and enable their full participation in school activities. To address this challenge, action research was adopted, combining the collection, maintenance, and redistribution of equipment, as well as direct pedagogical work by the teacher-researcher, who taught practical classes so that students could understand the structure and operation of computers. The functions of components such as the motherboard, processor (CPU), RAM, hard disk drive (HDD) and solid-state drive (SSD), video card, power supply, cooler, battery, screen, keyboard, and other peripherals were presented and explored, allowing students to associate theory and practice in disassembly, identification, and reassembly activities. In addition, students participated in formatting and configuring notebooks and computers, acquiring basic knowledge about operating systems, software installation, and accessibility settings. The analysis of qualitative and quantitative data showed that, in addition to access to recycled computers, the training process increased student autonomy, favored their inclusion in school activities, strengthened critical awareness of technology and sustainability, and promoted greater engagement of the school community in collaborative practices. It is concluded that the integration of digital inclusion, practical technology teaching, and sustainability represents a viable path for strengthening inclusive education in vulnerable contexts, aligning with global goals of educational equity and environmental responsibility.

Keywords:

Digital Inclusion, Specialized Educational Services, Inclusive Education, Electronic Waste, Sustainability.