Construção do Conhecimento em Sala de Aula no ensino EAD

Abstract

This study explores the influence of the use of technological tools on the construction of knowledge and critical engagement of students in Distance Learning (EAD) environments. Given the growing adoption of distance learning, driven by globalization and technological advances, this article investigates how such tools can foster more interactive and reflective learning. Through an integrative review, data collected from the Scopus and Web of Science databases were analyzed, using strict selection criteria to ensure the relevance and quality of the studies reviewed. The qualitative method allowed a deep understanding of the pedagogical and technological dynamics in distance learning. The results suggest that the effective use of technologies, such as online learning platforms and synchronous and asynchronous communication tools, is crucial to facilitate the collaborative construction of knowledge and promote active student participation. Furthermore, the research highlights the need for educational strategies that adapt teaching practices to the needs of a diverse student population, emphasizing the importance of personalization and inclusion in the educational process. This study contributes to the literature by outlining specific practices that can improve the educational experience in distance learning contexts, guiding future implementations and research in the area.