The Journal of Applied Education is an online publication dedicated to promoting reflection, the exchange of experiences, and the appreciation of educational practices applied in different teaching contexts. It focuses on the connection between theory and practice, pedagogical innovation, and contributing to the continuing education of educators and educational administrators. The journal also serves as an academic laboratory for students in the IBPTECH College's graduate program in Educational Technologies, encouraging editorial practices and the critical production of content applied to the educational landscape. It adopts a continuous publication regime, published annually, receiving contributions throughout the year, compiled into an annual volume. The journal welcomes both articles submitted voluntarily by authors and texts invited by the editorial staff, provided they meet the established editorial criteria. Institutional note: Although it adopts formal editorial practices and a structured review process, the Jornal da Educação Aplicada is not characterized as a scientific journal along the lines of indexed academic publications. Its mission is to promote applied pedagogical practice, critical reflection on contemporary educational challenges, and strengthening teacher training, especially in the context of professional and technological education. The publication welcomes articles of a practical, technical, and opinionated nature, whether submitted voluntarily or written by editorial invitation, always with clearly identified authorial responsibility. All published articles clearly indicate whether they were submitted voluntarily or written by invitation, and may or may not be remunerated. Authorship is always made explicit and the content follows the same criteria of quality and editorial responsibility.
Os autores mantêm os direitos autorais deste artigo, concedendo à JEDAP – Jornal de Educação Aplicada o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution 4.0 Internacional (CC BY 4.0), que permite compartilhamento com reconhecimento da autoria e publicação inicial nesta revista. Authors retain the copyright of this article, granting JEDAP – Journal of Education Applied the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits sharing with acknowledgment of the authorship and initial publication in this journal.
Artificial intelligence and personalized distance learning: paths to autonomy and efficiency in the 1:1 model
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwiuqLuwquKPAxV_KLkGHW_wAZUQ3ewLegQICxAV" aria-label="Texto traduzido: This article discusses the applications of artificial intelligence (AI) in education, focusing on the 1:1 personalized distance learning model—an AI system dedicated to each student. The proposal integrates Brazilian educational policy guidelines, particularly the National Curricular Guidelines (DCNs), and analyzes how AI can be used to adapt teaching methodologies, content, and time management based on the individual characteristics of each student. The article presents the pedagogical potential of using techniques such as the Pomodoro method, integrated with AI, to promote autonomy, focus, and continuous student development in virtual learning environments.">This article discusses the applications of artificial intelligence (AI) in education, focusing on the 1:1 personalized distance learning model—an AI system dedicated to each student. The proposal integrates Brazilian educational policy guidelines, particularly the National Curricular Guidelines (DCNs), and analyzes how AI can be used to adapt teaching methodologies, content, and time management based on the individual characteristics of each student. The article presents the pedagogical potential of using techniques such as the Pomodoro method, integrated with AI, to promote autonomy, focus, and continuous student development in virtual learning environments.
Copyright (c) 2025 Jornal de Educação Aplicada https://creativecommons.org/licenses/by-nc-sa/4.0
Conceptual standardization of educational activity modalities in distance education
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Distance Learning (DL) has established itself as a viable and, in many cases, preferable alternative to in-person education, especially in an increasingly digitalized world. With the advent of new technologies and teaching methodologies, various modalities of educational activities have emerged, all with specific characteristics and specificities. This article aims to address the conceptual standardization of these modalities according to the most recent guidelines established by the Ministry of Education (MEC). The updated regulations reflect the evolution of DL and seek to meet a growing demand for adaptable education accessible to all. The MEC, through new decrees, introduced a series of definitions for educational activities, including In-Person, Asynchronous, Synchronous, and Mediated Synchronous Activities. Clarity in these definitions is vital not only for educators but also for students, ensuring that everyone understands the expectations and learning methods associated with each modality. The first focus will be the definition and characteristics of In-Person Activities, which, despite being traditionally linked to conventional education, now also have their nuances within the new EaD scenario.">Distance Learning (DL) has established itself as a viable and, in many cases, preferable alternative to in-person education, especially in an increasingly digitalized world. With the advent of new technologies and teaching methodologies, various modalities of educational activities have emerged, all with specific characteristics and specificities. This article aims to address the conceptual standardization of these modalities according to the most recent guidelines established by the Ministry of Education (MEC). The updated regulations reflect the evolution of DL and seek to meet a growing demand for adaptable education accessible to all. The Brazilian Ministry of Education (MEC), through new decrees, introduced a series of definitions for educational activities, including In-Person, Asynchronous, Synchronous, and Mediated Synchronous Activities. Clarity in these definitions is vital not only for educators but also for students, ensuring that everyone understands the expectations and learning methods associated with each modality. The first focus will be the definition and characteristics of In-Person Activities, which, despite being traditionally linked to conventional education, now also have their nuances within the new Distance Learning scenario. Asynchronous Activities, on the other hand, are characterized by their flexibility, allowing students to access content and complete assessments at different times. This modality aligns with current guidelines by promoting independent learning and respecting each student's individual pace. In the context of distance learning, clearly defining Asynchronous Activities is essential, as it allows students to better manage their time and personal commitments. In contrast, Synchronous Activities in Distance Education are increasingly relevant, as they allow real-time interaction between students and teachers. This methodology benefits greatly from technological advances, which enable videoconferencing, chats, and other communication tools. The connection between students and educators in this format not only enriches the educational experience but also fosters a sense of community, often lacking in asynchronous modalities. Finally, Mediated Synchronous Activities emerge as a new concept, integrating elements of both in-person and synchronous modalities and potentially incorporating technological mediation as part of the teaching-learning process. This concept offers a new perspective on educational interaction, where technology is not merely a tool, but rather a central element that shapes pedagogical strategies. Therefore, analyzing the definitions, normative origins, and evolution of these modalities is crucial to understanding them deeply and applying them effectively in contemporary educational practice. This understanding will also allow us to envision the future of Distance Education in light of the Ministry of Education's new guidelines, creating opportunities for continuous improvements in teaching and learning practices.
New paths for teacher training in the age of digital technology
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: This article presents an overview of the challenges and opportunities faced by education professionals in the digital age, highlighting the importance of teacher training adapted to new technologies. With the rapid evolution of digital tools, educators are faced with the need to adapt their pedagogical practices to meet the demands of a constantly changing world. Technological integration in teaching is not just a matter of access to devices, but involves a transformation in the way knowledge is produced, shared, and assimilated. The main challenges educators face in teacher training in a digital context include resistance to change and a lack of adequate training in digital technologies. By understanding these obstacles, we can begin to discuss how digital competencies should be incorporated into teacher training curricula.">This article presents an overview of the challenges and opportunities faced by education professionals in the digital age, highlighting the importance of teacher training adapted to new technologies. With the rapid evolution of digital tools, educators are faced with the need to adapt their pedagogical practices to meet the demands of a constantly changing world. Technological integration in teaching is not just a matter of access to devices, but involves a transformation in the way knowledge is produced, shared, and assimilated. The main challenges educators face in teacher training in a digital context include resistance to change and a lack of adequate training in digital technologies. By understanding these obstacles, we can begin to discuss how digital competencies should be incorporated into teacher training curricula. In this sense, continuing education in digital technologies stands out as a crucial aspect for educators to feel prepared and confident to use these tools in the classroom. Professional development should occur as an ongoing process through experiences, research, and participation in events, as stated by Medeiros et al. (2020), who state that "teacher training should occur as a process of continuous development, which can occur through experiences, research, readings, discussions, and participation in events." Furthermore, the relationship between active methodologies and blended learning is fundamental in the application of new technologies in teaching. These methods promote more engaged learning, where students become protagonists of their own learning. The use of strategies that encourage active student participation becomes a necessity in an educational landscape that values ​​autonomy and collaboration. The contribution of new technologies is evident, as argued in another study that states that "active learning methods have proven to be relevant tools in the teaching and learning process" (Medeiros et al., 2020). Another important aspect to consider is the integration of technologies in Youth and Adult Education (EJA), which can have significant impacts on how these students experience learning. With the personalized teaching afforded by technology, there is a unique opportunity to meet the specific needs of this population, expanding their educational opportunities and social inclusion. In this context, the role of technologies in transforming the contemporary educational paradigm cannot be underestimated. The modernization of education demands that institutions adapt to these new realities, providing a learning environment that not only integrates but also values ​​the use of technologies. "Teachers must know how to appropriately use new technologies in their pedagogical practices, and schools must be integrated with these changes" (Chiossi & Costa, 2018). This understanding is essential for education to evolve and prepare students for the challenges of the 21st century. Finally, practical experiences of using technologies in education will be presented, which can serve as models for other professionals. These experiences not only illustrate the application of the theories discussed but also offer concrete solutions that can be adapted and implemented in different educational contexts. The connection between all these discussions will be explored in subsequent sections, creating a clear roadmap that aims to offer solutions for teacher training in the digital age. Through this introductory chapter, we establish a solid foundation for the topics that will be explored in greater depth in the following sections of the work. Each subsequent chapter will explore in more detail the challenges, strategies, and innovations that characterize contemporary teacher training, illuminating the interrelationship between theory and practice in modern education. Thus, we hope that this study will contribute to critical reflection on how teacher training can evolve in line with the technological transformations permeating society.
Modernizing Education with Moodle 5: Tools for Educators in Transformation
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwj2loWxve-PAxU-lJUCHZ1fMmoQ3ewLegQIChAV" aria-label="Texto traduzido: This article analyzes how modernizing teaching with Moodle 5 can transform pedagogical practice, addressing its innovative features and the concrete benefits that can be achieved through its implementation. Moodle, as a learning management platform, has proven essential to contemporary educational development. Throughout the work, readers will be guided through a series of interconnected topics that not only highlight Moodle 5's capabilities but also the relevance of these tools in teacher training in a constantly evolving educational context. In the first section, we will discuss the main features of Moodle 5, exploring how they connect to contemporary teaching needs. These features are designed to offer more than just a virtual learning environment; they facilitate personalized learning and promote interactivity. The second section will address how modernizing teaching through Moodle 5 can benefit pedagogical practice and student learning, emphasizing the importance of more dynamic and student-centered teaching.">This article analyzes how modernizing teaching with Moodle 5 can transform pedagogical practice, addressing its innovative features and the concrete benefits that can be achieved through its implementation. Moodle, as a learning management platform, has proven essential to contemporary educational development. Throughout the work, readers will be guided through a series of interconnected topics that not only highlight Moodle 5's capabilities but also the relevance of these tools in teacher training in a constantly evolving educational context. In the first section, we will discuss the main features of Moodle 5, exploring how they connect to contemporary teaching needs. These features are designed to offer more than just a virtual learning environment; they facilitate personalized learning and promote interactivity. The second section will address how modernizing teaching through Moodle 5 can benefit pedagogical practice and student learning, emphasizing the importance of more dynamic and student-centered teaching. Next, the investigation will delve into the assessment tools available in Moodle 5, which are essential for promoting more effective teaching. These tools help educators monitor student progress and adapt their pedagogical approaches as needed. Furthermore, we will explore how creating interactive content in Moodle 5 contributes to the learning experience, allowing students to engage more actively and collaboratively. Another critical aspect that will be discussed is the management of learning communities in Moodle 5, which directly impacts collaboration between educators and students. The ability to foster a collaborative learning environment is essential for developing interpersonal skills and strengthening collective learning. However, it is also essential to consider the challenges that arise when implementing Moodle 5 in educational institutions, which will be the focus of one of the topics. The integration of Moodle 5 with other educational technologies will be explored, highlighting how this synergy can enhance both teaching and learning. Understanding these interactions is vital for optimizing available resources and creating richer learning experiences. Furthermore, we will discuss the research gaps in the current literature on the application of Moodle 5 in education, highlighting areas that require further attention and investigation. Finally, the article will address the practical contributions that the use of Moodle 5 can bring to continuing teacher education, focusing on the importance of empowering educators to effectively use technology in their pedagogical practices. Through this analysis, we aim to offer a holistic view that encompasses both theory and practice, highlighting how modernizing teaching with tools like Moodle 5 can be a catalyst for educational transformation. This set of discussions will provide a comprehensive and critical understanding of the use of this platform in modern education, preparing readers for the topics that will follow in the following sections of the work.
Ana Marcia dos Santos Gomes dos Santos Gomes
Moodle 5 for Teachers: How to Use the New Tools to Transform Teaching
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The digital transformation in education has driven the use of Virtual Learning Environments (VLEs) as a fundamental support for hybrid and remote learning. Among these platforms, Moodle stands out as one of the most widely adopted solutions worldwide, promoting accessibility, flexibility, and innovation in the teaching-learning process. With the launch of Moodle 5, educators find a robust set of new features, ranging from a more intuitive interface to integration with artificial intelligence-based tools. This article aims to offer a practical contribution to teacher training, presenting objective ways to learn and apply Moodle 5 features in their courses. More than understanding the technology, it's about incorporating it with pedagogical intention.">The digital transformation in education has driven the use of Virtual Learning Environments (VLEs) as a fundamental support for hybrid and remote learning. Among these platforms, Moodle stands out as one of the most widely adopted solutions worldwide, promoting accessibility, flexibility, and innovation in the teaching-learning process. With the launch of Moodle 5, educators find a robust set of new features, ranging from a more intuitive interface to integration with artificial intelligence-based tools. This article aims to offer a practical contribution to teacher training, presenting objective ways to learn and apply Moodle 5 features in their courses. More than understanding the technology, it's about incorporating it with pedagogical intention.
Ângela Maria Ferreira de Oliveira Lourdes
Modernizing teaching with Moodle 5: practical strategies for teachers who innovate in education
Education is currently undergoing a period of intense transformation brought about by digital technologies. In this context, Moodle 5 emerges as an evolution, standing out among learning management platforms (LMS), offering new features that enhance teaching and learning possibilities. For educators committed to staying up-to-date, understanding and applying the new version's features is essential to promoting more interactive, personalized, and efficient education. This article will present an analysis of Moodle 5's features and propose objective suggestions for teachers to incorporate these tools into their teaching practices. The focus is on practical contributions to teacher training, with an emphasis on active methodologies, formative assessments, personalized learning, and efficient course management.
Google Classroom: An Ally in 21st-Century Education
In recent years, education has been significantly impacted by the digital revolution, becoming increasingly present in learning environments and transforming the way teachers teach and students learn. With the emergence of hybrid and remote education, the use of digital educational platforms has become progressively necessary. In 2014, Google Classroom was launched as a tool designed to manage classes, organize content, and promote communication between teachers and students. With its recent innovations, the platform has strengthened the integration between technology and teaching, enabling more interactive, accessible, and efficient learning. This article addresses the most recent innovations in Google Classroom and their contributions to more dynamic, personalized, and inclusive teaching. It also analyzes the effects of these resources on the educational experience and discusses challenges, strengths, and future perspectives.
New Paths for Education Professionals: Challenges and Possibilities in the Age of Digital Technology
<pre class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The Greek philosopher Socrates believed that the role of an educator was not limited to transmitting knowledge, but also to offer students the means to seek truth and, through it, develop a critical sense of their own. He used questioning, dialogue, and self-knowledge as teaching tools. He left no written record of his teachings, but he was so inspiring that he had disciples to pass on his legacy—like "a certain Plato," who, given his brilliance, presumably did not simply write down the verbatim text of his master's words. Let's leave 5th-century BC Greece and leap forward to the digital society of the 21st century. It is undeniable that the advancement of information and communication technologies demands a reinvention of education. Digital tools, especially artificial intelligence (AI), have enabled—and demanded—new forms of teaching, learning, and assessment, as well as unprecedented possibilities for action, training, and interaction with students. But every change brings challenges.">The Greek philosopher Socrates believed that the role of an educator was not limited to transmitting knowledge, but also to offer students the means to seek truth and, through it, develop a critical sense of their own. He used questioning, dialogue, and self-knowledge as teaching tools. He left no written record of his teachings, but he was so inspiring that he had disciples to pass on his legacy—like "a certain Plato," who, given his brilliance, presumably did not simply write down the verbatim text of his master's words. Let's leave 5th-century BC Greece and leap forward to the digital society of the 21st century. It is undeniable that the advancement of information and communication technologies demands a reinvention of education. Digital tools, especially artificial intelligence (AI), have enabled—and demanded—new forms of teaching, learning, and assessment, as well as unprecedented possibilities for action, training, and interaction with students. But every change brings challenges. <div id="tw-container" class="nev7se" data-cp="1" data-nnttsvi="1" data-sletp="false" data-sm="1" data-ssbp="false" data-sugg-time="500" data-sugg-url="https://clients1.google.com/complete/search" data-uilc="pt-BR" data-vil=",af,af-ZA,am,am-ET,ar-EG,ar-AE,ar-KW,ar-QA,ar,ar-IL,ar-JO,ar-LB,ar-PS,az,az-AZ,bg,bg-BG,bn,bn-BD,bn-IN,ca,ca-es,cs,cs-CZ,de,de-DE,de-CH,de-AT,de-LI,en,en-US,en-CA,en-AU,en-NZ,en-GB,en-IN,en-KE,en-TZ,en-NG,en-GH,en-PH,en-ZA,es,es-ES,es-AR,es-UY,es-419,es-BO,es-CL,es-CR,es-CO,es-DO,es-EC,es-GT,es-HN,es-NI,es-PA,es-PE,es-PR,es-PY,es-SV,es-VE,es-MX,es-US,eu,eu-ES,fi,fi-FI,fr,fr-FR,fr-CH,fr-BE,gl,gl-ES,gu,gu-IN,he,he-IL,iw,iw-IL,hu,hu-HU,hy,hy-AM,id,id-ID,is,is-IS,it,it-IT,it-CH,ja,ja-JP,jv,jv-ID,ka,ka-GE,km,km-KH,kn,kn-IN,ko,ko-KR,la,lo,lo-LA,lv,lv-LV,ml,ml-IN,mr,mr-IN,ms,ms-MY,nl,nl-NL,nb,nb-NO,ne,ne-NP,pl,pl-PL,pt,pt-BR,pt-PT,ro,ro-RO,ru,ru-RU,si-LK,sk,sk-SK,sr,sr-RS,su,su-ID,sv,sv-SE,sw,sw-TZ,sw-KE,ta,ta-IN,ta-SG,ta-LK,ta-MY,te,te-IN,tr,tr-TR,ur,ur-PK,ur-IN,yue,yue-HK,yue-Hant-HK,zh-HK,zh,zh-CN,zh-cmn,zh-cmn-CN,zh-Hans,zh-Hans-CN,zh-cmn-Hans,zh-cmn-Hans-CN,cmn-CN,cmn-Hans,cmn-Hans-CN,zh-TW,zh-Hant-TW,cmn-TW,cmn-Hant-TW,zh-cmn-TW,zh-cmn-Hant-TW,zu,zu-ZA"> <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The objective of this article is to reflect on the possible paths for education professionals in the digital age, proposing practical strategies in which technological resources, especially AI, function as allies in teacher and student training and performance.">The objective of this article is to reflect on the possible paths for education professionals in the digital age, proposing practical strategies in which technological resources, especially AI, function as allies in teacher and student training and performance. <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The Greek philosopher Socrates believed that the role of an educator was not limited to transmitting knowledge, but also to offer students the means to seek truth and, through it, develop a critical sense of their own. He used questioning, dialogue, and self-knowledge as teaching tools. He left no written record of his teachings, but he was so inspiring that he had disciples to pass on his legacy—like "a certain Plato," who, given his brilliance, presumably did not simply write down the verbatim text of his master's words. Let's leave 5th-century BC Greece and leap forward to the digital society of the 21st century. It is undeniable that the advancement of information and communication technologies demands a reinvention of education. Digital tools, especially artificial intelligence (AI), have enabled—and demanded—new forms of teaching, learning, and assessment, as well as unprecedented possibilities for action, training, and interaction with students. But every change brings challenges.">
Educating in the Digital Age: Practical and Real-World Paths for Teachers Who Want to Move Forward with Purpose
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Teaching today is almost like walking on constantly changing terrain—and that's not a poetic metaphor. It's a fact. Classroom dynamics have changed, student demands have multiplied, and the digital universe has expanded so rapidly that many educators find themselves torn between curiosity and exhaustion. After all, how can one maintain the quality of teaching, keep up with technological innovations, deal with institutional pressures, and still preserve the human meaning of education? This article is not intended to romanticize the use of technology in the classroom, nor to offer ready-made formulas. The purpose here is different: to present a realistic, practical, and sensitive interpretation of how educators—from a wide range of fields—can intentionally and gradually embrace digital tools. In doing so, they not only update their practices but also rediscover meaning in their profession, reinventing themselves with authenticity and purpose.">Teaching today is almost like walking on constantly changing terrain—and that's not a poetic metaphor. It's a fact. Classroom dynamics have changed, student demands have multiplied, and the digital universe has expanded so rapidly that many educators find themselves torn between curiosity and exhaustion. After all, how can one maintain the quality of teaching, keep up with technological innovations, deal with institutional pressures, and still preserve the human meaning of education? This article is not intended to romanticize the use of technology in the classroom, nor to offer ready-made formulas. The purpose here is different: to present a realistic, practical, and sensitive interpretation of how educators—from a wide range of fields—can intentionally and gradually embrace digital tools. In doing so, they not only update their practices but also rediscover meaning in their profession, reinventing themselves with authenticity and purpose. As Paulo Freire (1996) rightly points out, teaching requires courage, generosity, and humility to continually learn. From this perspective, the use of technology should be understood not as an imposition, but as an opportunity: a chance to expand repertoires, encourage new ways of engaging with students, and, above all, strengthen the teacher's role as a mediator of meaningful experiences.
Personalization and autonomy in distance learning: artificial intelligence and the paths to tailored education
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Until recently, the idea of ​​a system capable of adapting instruction to each student's needs sounded futuristic. But advances in artificial intelligence (AI) have accelerated this process, bringing tools to the classroom—physical or virtual—that personalize learning in unprecedented ways. Instead of uniform, generalized instruction, we're now talking about 1:1 models, where each student has an AI application that recognizes their pace, learning style, and specific challenges, offering tailored support. This transformation speaks directly to the challenges faced by higher education: students with diverse backgrounds, inequalities in access, concentration difficulties, and a world constantly evolving. How can we ensure that everyone progresses with quality and autonomy in this scenario? One path lies in AI-mediated personalized learning, which is already being discussed by experts and institutions worldwide.">Until recently, the idea of ​​a system capable of adapting instruction to each student's needs sounded futuristic. But advances in artificial intelligence (AI) have accelerated this process, bringing tools to the classroom—physical or virtual—that personalize learning in unprecedented ways. Instead of uniform, generalized instruction, we're now talking about 1:1 models, where each student has an AI application that recognizes their pace, learning style, and specific challenges, offering tailored support. This transformation speaks directly to the challenges faced by higher education: students with diverse backgrounds, inequalities in access, concentration difficulties, and a world constantly evolving. How can we ensure that everyone progresses with quality and autonomy in this scenario? One path lies in AI-mediated personalized learning, which is already being discussed by experts and institutions worldwide. According to a UNESCO report (2021), the use of artificial intelligence in education can "improve individualized learning, strengthen cognitive and non-cognitive skills, and support more efficient time and task management" (UNESCO, 2021, p. 34). This means that intelligent systems can not only suggest new content, but also adjust methodologies and even recommend strategic breaks based on techniques such as the Pomodoro method, promoting student concentration and well-being. It is important to remember that this technological revolution does not replace teachers or educational institutions. Rather, it proposes a reconfiguration of pedagogical practices, placing the student at the center of the process and promoting greater alignment with the National Curricular Guidelines, which emphasize the importance of developing skills, autonomy, and critical thinking (BRASIL, 2013). Thus, more than just following trends, discussing the applications of artificial intelligence in education is reflecting on how we can build more humane, effective, and inclusive learning experiences, supported by technological tools that see each student as unique.
The evolution of educational platforms: from traditional teaching to Moodle 5
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: The history of education clearly reflects the social, cultural, and technological transformations of each period. For centuries, the teaching-learning process occurred primarily in classroom settings, with the teacher occupying a central role and utilizing resources such as chalkboards, chalk, printed books, and notebooks. In this model, knowledge circulated linearly, from teacher to student, in a predominantly expository and unidirectional dynamic. Throughout the 20th century, new educational technologies began to be incorporated into pedagogical practices. Radio, television, and projectors began to complement classes, expanding access to diverse content and encouraging new ways of presenting information. Although these advances represented important changes, the structure of knowledge transmission remained strongly centered on the teacher and the physical space of the classroom.">The history of education clearly reflects the social, cultural, and technological transformations of each period. For centuries, the teaching-learning process occurred primarily in classroom settings, with the teacher occupying a central role and utilizing resources such as chalkboards, chalk, printed books, and notebooks. In this model, knowledge circulated linearly, from teacher to student, in a predominantly expository and unidirectional dynamic. Throughout the 20th century, new educational technologies began to be incorporated into pedagogical practices. Radio, television, and projectors began to complement classes, expanding access to diverse content and encouraging new ways of presenting information. Although these advances represented important changes, the structure of knowledge transmission remained strongly centered on the teacher and the physical space of the classroom. The digital revolution, intensified by the popularization of the internet, represented a turning point in this process. Instant access to information, the possibility of networked interaction, and the creation of virtual communities began to change not only the way content was made available, but also the very logic of knowledge construction. This shift paved the way for more collaborative methodologies, in which students take an active role and participate in interactions that transcend the time and space of the school. It is in this context that educational platforms and virtual learning environments, such as Moodle, emerged, capable of integrating communication, content management, and assessment resources in a single digital space. Throughout its iterations, Moodle has maintained elements characteristic of traditional teaching, such as the sequential organization of content and the central role of the teacher as a mediator. At the same time, it incorporated innovations that promote collaborative, flexible, and personalized learning. In its fifth version, Moodle 5 represents a milestone in the evolution of educational technologies, combining the continuity of established practices with significant disruptions that transform the educational experience.
Distance learning and academic quality: perspectives with the new legal framework of 2025
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Society has undergone profound transformations since the popularization of the internet. Technology now plays an essential role in various spheres of social life, from communication to interpersonal relationships, from the way we express ourselves to the ways we teach and learn. In this context, Distance Education (DE), also known as remote learning or e-learning, has gained prominence, especially in higher education. With the growing adoption of this modality by institutions and students, it has become necessary to rethink its legal and pedagogical foundations. On May 19, 2025, Decree No. 12,456/2025 was published, signed by President Luiz Inácio Lula da Silva and the Minister of Education, Camilo Santana. This regulatory framework establishes the guidelines for the new National Distance Education Policy. The Ministry of Education's proposal is to promote a regulatory repositioning that brings greater conceptual clarity to DE standards and ensures more rigorous quality parameters in the offering of courses and curricular components in this modality.">Society has undergone profound transformations since the popularization of the internet. Technology now plays an essential role in various spheres of social life, from communication to interpersonal relationships, from the way we express ourselves to the ways we teach and learn. In this context, Distance Education (DE), also known as remote learning or e-learning, has gained prominence, especially in higher education. With the growing adoption of this modality by institutions and students, it has become necessary to rethink its legal and pedagogical foundations. On May 19, 2025, Decree No. 12,456/2025 was published, signed by President Luiz Inácio Lula da Silva and the Minister of Education, Camilo Santana. This regulatory framework establishes the guidelines for the new National Distance Education Policy. The Ministry of Education's proposal is to promote a regulatory repositioning that brings greater conceptual clarity to DE standards and ensures more rigorous quality parameters in the offering of courses and curricular components in this modality. Among the main points of the new decree is the redefinition of what is understood as in-person, synchronous, and asynchronous activities, as well as a concern for the quality of training in areas that require practical skills. Professions such as Nursing and Pedagogy, for example, have been criticized for concentrating a large portion of their workload on online activities, with little time allocated to face-to-face training practices, with internships often being the only required practical experience.
Didactic transposition: a historiographical look at history teaching in virtual learning environments
<pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Tradução" data-ved="2ahUKEwi8jd-Gr-KPAxWoErkGHUlxOnYQ3ewLegQICxAV" aria-label="Texto traduzido: Didactic transposition is a concept that describes the process of transforming knowledge produced in the scientific field into teachable knowledge, considering the context, student profiles, and pedagogical objectives (CHEVALLARD, 1991). In history teaching, this task presents unique challenges, as it involves not only simplifying facts or dates, but also preserving the interpretative complexity and rigor of historiography. With the advancement of educational technologies and the increased use of virtual learning environments, such as Moodle, teachers face a new scenario for this practice. The migration of historical content to the digital space is not only a change of medium, but also requires rethinking languages, strategies, and forms of interaction to ensure meaningful learning. In this context, adapting historical content to digital platforms represents both a challenge and an opportunity. On the one hand, it requires careful curation of sources, mastery of the tools, and attention to the student experience. On the other hand, it paves the way for exploring multimedia resources, promoting expanded debates and connecting students to previously inaccessible historical collections.">Didactic transposition is a concept that describes the process of transforming knowledge produced in the scientific field into teachable knowledge, considering the context, student profiles, and pedagogical objectives (CHEVALLARD, 1991). In history teaching, this task presents unique challenges, as it involves not only simplifying facts or dates, but also preserving the interpretative complexity and rigor of historiography. With the advancement of educational technologies and the increased use of virtual learning environments, such as Moodle, teachers face a new scenario for this practice. The migration of historical content to the digital space is not only a change of medium, but also requires rethinking languages, strategies, and forms of interaction to ensure meaningful learning. In this context, adapting historical content to digital platforms represents both a challenge and an opportunity. On the one hand, it requires careful curation of sources, mastery of the tools, and attention to the student experience. On the other hand, it paves the way for exploring multimedia resources, promoting expanded debates and connecting students to previously inaccessible historical collections. This article adopts a historiographical perspective to discuss didactic transposition in teaching History in digital media, focusing on the challenges and possibilities encountered in Moodle and other educational platforms. Throughout the text, we will present conceptual aspects, barriers faced, and practical experiences of teachers who have already followed this path, highlighting strategies for preserving the quality and depth of the subject in the virtual environment.