INCLUSIVE MEDIATION IN DISTANCE EDUCATION COURSES

Abstract

The study addressed inclusion and Distance Education courses, focusing on inclusive mediation and communicative strategies used to promote interaction and meaningful learning. It sought to understand how inclusive mediation and communicative actions could contribute to more accessible educational practices in distance learning. The main objective was to analyze how these pedagogical actions favored the construction of meaningful and collaborative learning. The research was exclusively bibliographic, based on recent scientific works about inclusion, mediation, and digital technologies applied to education. The development discussed the relevance of inclusion in virtual environments, the mediator teacher’s role, and communicative strategies aimed at interaction and knowledge construction. The findings indicated that inclusive mediation and empathetic communication were key to student engagement and the establishment of accessible and humanized digital environments. It was concluded that Distance Education, when guided by ethical and inclusive principles, can expand access to education and foster equitable and meaningful learning, although further studies are needed to deepen the understanding of mediation practices in digital contexts.