DISTANCE EDUCATION (DE): CRITICAL AND PRACTICAL REFLECTIONS

Abstract

Distance Education (DE) has been consolidated as a teaching modality that expands access to education and promotes social inclusion. This article explores the pedagogical foundations, technological advances, and challenges faced by distance education in Brazil, focusing on the pandemic and post-pandemic context. The research adopts a qualitative and bibliographic approach, analyzing academic productions published between 2015 and 2024. The study highlights how the evolution of digital technologies has been transformed in distance education, providing greater flexibility and personalization in learning. The analysis reveals that distance education makes it possible to serve a diverse audience, overcoming geographical and temporal barriers, but also points out significant challenges, such as the need for digital inclusion and teacher training. In addition, the central role of pedagogical innovation and the use of interactive platforms to engage students and ensure a meaningful learning experience is highlighted. The literature review also identifies gaps in the literature, such as the need for more in-depth studies on specific pedagogical practices for distance learning. It is concluded that distance education is a powerful tool to democratize knowledge, but it requires joint efforts from institutions, educators and public policies to overcome inequalities and ensure their effectiveness. This article contributes to the critical understanding of distance education and reinforces its importance as an essential teaching modality in the twenty-first century.