ACESSIBILIDADE DIGITAL E INCLUSÃO: O QUE PODEMOS APRENDER COM A ÉTICA HACKER?

This paper presents some initial reflections from an ongoing Master's research, articulated with a postdoctoral study on Multiliteracies and Visual Culture in school settings, developed within the Graduate Program in Education at the Fluminense Federal University and the Federal University of Rio de Janeiro. This study seeks to problematize accessibility and inclusion in the spaces and times of digital social networks. To this end, we address the philosophical principles of the "hacker ethic" to envision a more collaborative, collective, and shared education, grounded in the defense of free access to the internet and the range of technologies constituting Digital Culture. Methodologically, we adopted intervention research through the cartographic method to follow the reterritorialization processes of elementary school students in virtual spaces, through sensitization workshops aimed at forming multiplying agents who bridge the cultures of inclusion and digital culture.