DISTANCE LEARNING AND DIGITAL INCLUSION: CHALLENGES AND OPPORTUNITIES FOR AUTONOMY

Abstract

This article analyzes the challenges and possibilities of Distance Learning (DL) in its interface with digital inclusion, considering its contribution to the formation of autonomous individuals. The research, which is qualitative and exploratory in nature, is based on a critical literature review, with an emphasis on authors who address DL, digital technologies, and student autonomy. It was found that, although distance learning expands access to education, it does not, by itself, guarantee the autonomous training of students, especially in a scenario marked by social and digital inequalities. The literature points out that autonomy cannot be treated as a prerequisite for the modality, but rather as a pedagogical construct, mediated by intentional and inclusive actions. It was also identified that digital inclusion goes beyond access to equipment and connection, requiring critical skills, digital literacy, and qualified mediation. Teaching practices that focus solely on content transmission contribute to the reproduction of exclusion and hinder the development of autonomy. The research also points to gaps in public policies and teacher training for working in virtual environments, which compromises the quality of distance learning. It is concluded that, in order to promote truly inclusive and emancipatory distance learning, it is necessary to integrate pedagogical, technological, and political actions that consider the material and educational conditions of students. The study contributes to the reflection on the need for a more equitable educational model, committed to social justice and the construction of critical and autonomous subjects.