Humanization in distance education in socioemotional and socioconstructivist contexts

Distance Education (EaD) has been showing great growth, but the number of dropouts for endogenous reasons is also growing every day. The objective of this research was to find a teaching strategy that was capable of arousing student interest and making the teaching content attractive, to improve student satisfaction and consequently distance learning quality. The description of the applied research is a case study in a federal public education institution whose name has been preserved, in addition to a theoretical and bibliographic survey about the concepts arising from Lev Vygotsky's socio-interactionist and Henry Wallon's socio-emotional learning theories, with primal in social interaction and emotion, and the study platform was Moodle, as it was developed based on socio-constructivist theory. The methodology is qualitative, with data collection through an interview. As a result, a methodology for Humanization in Distance Education was developed, which aims to guide teachers and tutors to use the best pedagogical and technological practices for distance learning, through five pillars: interaction, communication, emotion, cognition and technologies. In conclusion, we obtained more than 90% satisfaction among those interviewed and we were satisfied with the new teaching process.