The present paper discusses higher education and the role of digital learning in the Brazilian context. Using a social justice, multicultural perspective, it argues that effective digital learning in higher education is likely to happen when digital curricular contents have been embedded with inclusionary strategies that foster plural students' critical thinking and empowerment. To develop the argument, it firstly discusses the multicultural nature of Brazilian society and the relevance of conceptualizing digital learning and multicultural perspectives in education. It then highlights the higher education system and structure in Brazil, discussing how remote digital learning has been taking place in that system. It also depicts how digital learning in higher education has been conceived in Brazilian educational policies, both before, and as a result of the COVID-19 pandemic.