A linguagem multifacetada nos meios de tecnologia da educação a distância

Abstract

This monograph shows the results of qualitative research that had as its general objective to analyze the role of multifaceted language in the technological means of Distance Education, identifying its implications in the teaching-learning process and proposing strategies to improve educational communication in this context. The aim was to analyze the technological limitations in the teaching process faced by teachers and students in view of the advances in distance education, and what are the main methodologies for improving this teaching modality to streamline studies and the benefits for improving the quality of pedagogical practice. In view of the general objective, we established the following specific objectives: To identify the main types of language used in virtual learning environments; to examine how different forms of language affect students' interaction with the activity and the platform; to investigate the challenges faced by students in view of the multiplicity of languages in educational technological means. The need for this study arose from the observation of the growth of the Distance Education modality, which requires constant adaptation of pedagogical practices to new technologies. Communication is a determining factor for successful learning in this teaching model, and the diversity of languages used can directly impact students' understanding and engagement. The methodology applied was bibliographic, qualitative and exploratory research, based on electronic searches on the websites of Scielo, Pubmed, and defined journals. Some theorists who supported this work were: Santos, Medeiros and Meroto (2024), Aureliano and Queiroz (2023), Souza and Cavalcante (2021), Oliveira and Dias (2024), among others.