DIGITAL INCLUSION:

A STEP TOWARDS ALGORITHMIC JUSTICE

Abstract

This article aims to analyze the extent of the relationship between digital inclusion and algorithmic justice, as well as the role of this inclusion in promoting diverse teams that contribute to the development of less biased algorithms. Using the deductive method, an exploratory bibliographic and documentary review is carried out. The study begins with an analysis of legislation, focusing on the recent changes to the National Education Guidelines and Framework Law that now incorporates digital education from basic education, as well as examining the establishment of the National Digital Education Policy. This is followed by an investigation into the importance and impacts of digital inclusion, its relationship with algorithmic justice, and the persistence of a low number of women in science, as well as the effects of this disparity. The text proceeds to explore the complexity of algorithmic justice and the interdisciplinary challenges it presents, highlighting the importance of diverse teams in the development of fair and equitable algorithms. It concludes that recent public policies in digital education represent an initial step towards achieving algorithmic justice, although their success depends on the effective implementation of these policies and the mitigation of social inequalities.