Racial literacy and digital technologies: pedagogical possibilities in basic education

Abstract

Structural racism corresponds to a historical and social process that organizes and perpetuates racial inequalities within institutions and educational practices, manifesting in Basic Education through the marginalization of Black knowledge and the naturalization of school inequalities. In this context, racial literacy emerges as a central pedagogical approach for confronting racism, especially when articulated with the critical use of digital technologies. This study aims to analyze the pedagogical possibilities of integrating racial literacy and digital technologies in Basic Education. It is an integrative literature review with a qualitative approach, conducted in December 2025, based on searches in the SciELO database, CAPES Periodicals Portal, ERIC, and Brazilian governmental databases. Descriptors related to racial literacy, anti-racist education, digital technologies, basic education, and teacher education were used. At the end of the selection process, 19 studies were included, comprising 14 scientific articles, 5 normative documents, and international indexed journals. The evidence indicates that pedagogical practices that integrate racial literacy and digital technologies promote student protagonism, value Black identities, foster critical reading of racial discourses in digital environments, and integrate different literacies. Despite the pedagogical potential of these practices, their implementation remains limited due to the fragmented incorporation of educational policies, insufficient teacher training, and predominantly instrumental use of technologies. It can be inferred that the integration of racial literacy and digital technologies constitutes a promising pedagogical field for confronting structural racism, provided it is supported by pedagogical intentionality, continuous teacher training, and curricular integration.