Klívia Cordeiro Alves, Mariane Fernandes Cordeiro, Geanice Raimunda Baia Cruz
Digital access inequality assumes a particular configuration in Cametá, Pará, where urban and rural schools face different conditions of connectivity and maintenance. This article analyzes how publications issued from 2021 to 2026 explain the relationships among digital culture, Portuguese language teaching, teacher mediation, and territorial inequality. The scope is guided by Professora Maria Nadir Figueira Valente Municipal School, in the Matinha neighborhood, and Demóstenes Raniere Municipal School, in the Juaba district. The schools function as territorial references, not as empirical sources. The review gathered 21 academic, technical, and normative sources, examined through the axes of language practices, teacher education, rural education, and connectivity. The results indicate that Internet availability does not amount to pedagogical participation because speed, coverage, devices, electricity, support, and planning affect educational use. Multiliteracies and digital genres expand authorship and critical reading only when linked to language objectives and students’ conditions. The study concludes that the comparison between Matinha and Juaba must articulate infrastructure, mediation, and territory without anticipating field-research findings.